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Proposal to Establish the Doctor of Education in Higher Education in Higher Education and

Restructure the Doctor of Education in Educational Leadership

1. Terminate the Doctor of Education in Educational Leadership Concentrations in K-12 and in Higher Education.

2. Restructure the Doctor of Education in Educational Leadership to a 45-Credit Doctor of Education in Educational Leadership

3. Establish a 69-Credit Doctor of Education in Higher Education

Executive Summary

Terminate the K-12 and Higher Education Concentrations in the Doctor of Education in Educational Leadership and Restructure the Curriculum as a 45-Credit Doctor of Education in Educational Leadership

The College of Education proposes terminate the K-12 and the Higher Education concentrations in the Doctor of Education in Educational Leadership (EdDEL) and restructure the curriculum of the EdDEL into a cohort program of 45-credits. Current students will have 5 years to complete the current degree. In some cases, current students may option into the new curriculum.

The program will be taught in an executive format of a fixed set of courses that combines the theoretical and methodological foundations of academic research with an applied focus that helps students develop the professional and interpersonal wisdom necessary to successfully manage change within complex organizational structures. The EdDEL executive format degree program will prepare its graduates to be not just effective administrators but skillful and visionary leaders.

The EdDEL degree program is a cohort program and will consist of a fixed set of courses offered in a specific sequence. All students in each cohort will take the same courses in the same sequence. Possession of a master’s degree or at least 30 graduate credits in a related field will be required for admission to the program. The EdDEL degree program will enroll the first cohort in summer of 2017.

Curriculum

EPSY 8627: Introduction to Research Design and Methods

EDAD 8461: Ethical Leadership

EDUC 5325: Introduction to Statistics and Research

EDAD 8635: Education Policy Analysis

EDAD 5262: Introduction to Qualitative Research

EDAD 8653: Civic Leadership

EDAD 8636: Research for Change and Program Evaluation

EDAD 8755: Organizational Dynamics

EDAD 8093: Administrative Research Seminar

EDAD 8553: Democratic, Equitable, and Ethical Leadership

EDUC 9998: Dissertation Proposal Design

EDUC 5010: Special Topics in Education: Trends in Special Education

AOD 5534: Group Facilitation and Consultation

EDUC 9999: Doctor of Education Dissertation

Establish a Doctor of Education in Higher Education (EdD-HE)

The College of Education proposes to establish a 69-credit (EdD-HE) degree. The EdD-HE degree will require a rigorous program of study that helps students develop the skills needed to diagnose and resolve organizational challenges and to craft and evaluate programs and policies impacting student success. We believe that a stand-alone higher education-focused degree will better serve our growing population of higher education-focused students and make our already high-quality EdD program more competitive in the regional market for doctoral programs. We also believe that the focus and coherence of the new program will enable us to broaden our recruiting to include professionals working within the entire educational enterprise that is now the full-service university, as well as those outside of postsecondary institutions—including researchers, administrators, policymakers, and educational support providers.

The program features a core set of courses that reflect the essential values of the Temple University graduate program in higher education and the foundational knowledge, skills, and abilities required for effective postsecondary administrative practice. Possession of a master’s degree in a related field will be required for admission to the program and students will be expected to transfer in up to 30 credits as advanced standing (with approval). With approval, students may also transfer up to nine credits earned at the Temple College of Education prior to matriculation into the EdD-HE. Most students will thus need to complete 11 courses plus at least six credits in the dissertation block (including at least two credits of EDAD 9999) in residence in the doctoral program at Temple.

Curriculum

Core Courses (Four 3-Credit Courses):

HIED 8101: Advanced Seminar on Higher Education Administration

HIED 8102: Higher Education Economics & Finance

HIED 8103: Equity in Higher Education Policy & Practice

HIED 8104: Seminar on Theory in Higher Education

Electives (Two 3-Credit Courses): Course suggestions provided, students select a 2- course cognate based on dissertation interests.

Advanced Research Methods (Four 3-Credit Courses)

EPSY 8627: Introduction to Research Design & Methods

EDUC 5325: Introduction to Statistics and Research

EDUC 5262: Introduction to Qualitative Research

Plus one of the following:

EPSY 8625: Intermediate Educational Statistics

EPSY 5529: Test and Measurements

EPSY 8826: Multivariate Research Methods

HIED 8XXX: Advanced Practice-Based Qualitative Research in Higher Education (new)

Comp Exam & Dissertation Block (9 Credits Minimum)

HIED 8XXX: Advanced Higher Education Research Seminar (Lit. Review & Comp. Exam)

EDUC 9998: Dissertation Proposal (3 credits)

EDAD 9999: Dissertation (3-6 credits)

The EdD in Higher Education will be offered in Fall 2017.

Proposal to Restructure the Doctor of Education in Educational Leadership Degree

Abstract. The following is a proposal to restructure to Doctor of Education in Educational Leadership (EdDEL) to a post master’s 45-credit EdDEL and to terminate the K-12 and Higher Education concentrations within the EdDEL degree.

Market. The restructured EdDEL degree is intended for a wide audience of individuals with experience in K-12 educational settings who desire to advance their careers. Many educational professionals want a defined, predictable program of study that supports steady progress and complements the busy schedule of a teacher and/or school leader. The proposed program will institute a cohort-based executive format program, wherein courses will be offered on weekends and during the summer, accommodating the schedules of working professionals. We believe that a stand-alone K-12 education focused EdDEL will better serve our population of K-12 focused students and make our already high-quality EdDEL program more competitive in the regional market for doctoral programs. We also believe that the focus, coherence and executive format of the new program will enable us to broaden our recruiting efforts.

Program objectives. The EdD-EL degree will require a rigorous program of study that helps students develop the skills needed to diagnose and resolve organizational challenges and to craft and evaluate programs and policies impacting student success. The proposed curriculum combines the theoretical and methodological foundations of academic research with an applied focus that helps students develop the professional and interpersonal wisdom necessary to successfully manage change within complex organizational structures. The Temple EdDEL degree will prepare its graduates to be not just effective administrators but skillful and visionary leaders.

I. New Program Rationale, Context, and Demand

Rationale:

· The proposed program is consistent with those offered by the leading schools of education and would enhance our capacity to fulfill the university’s mission of social justice in education.

· This proposal responds to the need to support the learning of working practitioners seeking to advance knowledge of systems leadership by structuring learning in an executive format.

· The proposal program is designed to reflect the current and emerging trends in school district and school system design, management and leadership.

Description:

We are proposing to restructure the current EdDEL degree with two concentrations into a post-masters 45-credit EdDEL degree program that will be cohort based taught in an executive format. The program will continue to foster and reinforce Temple’s commitment to social justice, equity, and ethical practices. The courses, course sequence, and dissertation process are designed in a way that the program coheres around these issues and their implications for educational leadership. We believe that all students will benefit from engaging with these issues, and that it will not only contribute to students’ preparation as system leaders, but also as citizens in their communities and in the broader world.

The proposed cohort program will consist of a fixed course sequence and is structured to allow students to complete their degree in three years. Admission criteria for the program will include evidence of scholarship and leadership activities. Possession of a master’s degree or at least 30 graduate credits in a related field will be required for admission to the program.

Many educational professionals want a defined, predictable program of study that supports steady progress and complements the busy schedule of a teacher of school leader. The proposed program will institute a cohort-based executive program, wherein courses will be offered on weekends and during the summer, accommodating the schedules of working professionals. Students will be admitted in cohorts of 18 – 20 students every other year. They will take all of their courses together, and beginning with the first semester, students will receive support in preparing for, conducting, and writing their dissertation studies.

The courses in the proposed program are organized thematically and incorporate elements that are uniquely supported by the coherence of this new design. Each of the themes has a faculty sponsor who will oversee course content to support articulation within the program curriculum. We expect that developing coherence among all the executive program components will lead to increased efficiency and efficacy, and an intensive, yet manageable experience for students.

II. Relationship to other programs in the college

The proposed restructured EdDEL degree will replace the terminated K-12 concentrations within the current EdDEL degree. The College of Education is also proposing to establish a Doctor of Education in Higher Education (EdDHE) that will provide a more focused, robust doctoral program for Higher Education than is currently being offered. The restructured EdDEL and the proposed EdDHE degrees allow the College of Education the opportunity to clarify mission and market, create more structured and coherent programs of study, and better position the College as the regional leader in education graduate training programs.

III. Curriculum

Program design. Completion of the cohort EdDEL degree will require 45-credits beyond the master’s degree. Possession of a master’s degree or at least 30 graduate credits in a related field will be required for admission to the program. With program approval students may also transfer in up to nine post master’s credits earned at the Temple College of Education while not matriculated in a graduate program. Most students will thus need to complete 13 courses plus at least six credits in the dissertation block (including at least two credits of EDAD 9999) in the doctoral program at Temple.

Core Courses & Course Sequence

The program will consist of a fixed set of courses offered in a specific sequence, Table 1. All students in each cohort will take the same courses in the same sequence. Consequently, course curricula will more explicitly build upon one another, and certain themes will bridge multiple courses. In addition, as students proceed through the program, we will orchestrate opportunities for them to develop deep interpersonal and professional relationships in support of their coursework, the dissertation process, and their practice.

The executive program will be open to students working in a wide array of contexts. That said, throughout our courses we will continue to emphasize issues traditionally associated with urban school systems: disadvantages related to low socio-economic status, institutional and individual biases based on race and class, unequal distribution of resources, and the political and organizational implications and the implications of pursuing social justice in schools.

We propose changing some of the current course titles to more accurately reflect their content, as indicated below.

· EDAD 8461 Ethical Educational Leadership Ethical Leadership

· EDAD 8635 Current Issues in Educational Policy Education Policy Analysis

· EDAD 8653 Educational Leadership as Civic Leadership Civic Leadership

· EDAD 8755 Theoretical Perspectives/Organizational Dynamics of Education

Leadership Organizational Dynamics

· EDAD 8553 Profiles of Democratic and Ethical Leadership Democratic,

Equitable, and Ethical Leadership

Table 1. Proposed Executive EdD in Educational Leadership Curriculum and Pathway

Summer 1
EPSY 8627	Introduction to Research Design and Methods
EDAD 8461	Ethical Leadership
Fall 1
EDUC 5325	Introduction to Statistics and Research
EDAD 8635	Education Policy Analysis
Spring 1
EDUC 5262	Introduction to Qualitative Research
EDAD 8653	Civic Leadership
Summer 2
EDAD 8636	Research for Change and Program Evaluation
EDAD 8755	Organizational Dynamics
Fall 2 *
EDUC 8093	Administrative Research Seminar
EDAD 8553	Democratic, Equitable, and Ethical Leadership
Spring 2
EDUC 9998	Dissertation Proposal Design
EDUC 5010	Special Topics in Education: Trends in Special Education
Summer 3
AOD 5534	Group Facilitation and Consultation
Fall 3
EDUC 9999	Doctor of Education Dissertation
Spring 3
EDUC 9999	Doctor of Education Dissertation

*Comprehensive exams will take place at the end of this semester.

Program Requirements: Dissertation

The majority of program graduates will continue to work in a practical field, and therefore dissertation studies will involve addressing a pressing problem of practice. This problem must be rich enough to require a thorough examination of the relevant practical and theoretical literature, and yet specific enough to yield actionable recommendations. Dissertation topics must also be responsive to the set of methodological tools at the students’ disposal.

· Dissertation proposal: In the semester immediately following completion of the Advanced Research Seminar and successful completion of the comprehensive exam, students will enroll in Dissertation Proposal Design (EDUC 9998). Like the Advanced Research Seminar, EDUC 9998 will function as a structured, intensive, cohort-based monthly workshop in which students will design and defend a dissertation proposal that outlines a rigorous plan for empirical study of an issue relevant to the student’s professional responsibilities or aspirations. The proposal must incorporate a thorough and critical review of literature relevant to the topic, a discussion of theoretical approaches to understanding and studying the topic and a conceptual or theoretical framework that will guide the study, and a robust methodological plan (including assurances of completing IRB review and any interview or other protocols necessary to submit for IRB review). Dissertation proposal defense will occur at any point during or at the end of the semester and students will receive feedback from the faculty adviser, other committee members, and their cohort peers during their defense.

· Dissertation: Following successful defense of the dissertation proposal and after securing IRB approval, students will carry out an original research project intended to make a significant practice-based contribution to the field. While the EdD dissertation is meant to have practical and applied relevance, however, it is nonetheless expected to engage rigorously with existing literature and theory appropriate to the student’s chosen topic and to demonstrate the student’s ability to execute robust methods appropriate to the student’s research question(s).

Dissertation requirements

The EdD dissertation is distinct from the PhD dissertation; the intent of the dissertation is not to build theory but rather to make a substantive contribution to practice-focused scholarship in a particular domain of K-12 Educational Leadership.

· Dissertation study report. EdD students will complete as the dissertation a standard academic manuscript (inclusive of an introduction, literature review, conceptual/theoretical framework, methodology, results, discussion, and references). EdD dissertations are typically less lengthy than PhD dissertations with a smaller scope of theorizing and data collection, but are held to the same standards as PhD dissertations with respect to methodological validity, data analysis, and writing quality and clarity.

· White Paper/Executive Summary. Because of the practice focus of the EdDEL program, in addition to completion of a dissertation study report, students will be required to produce a white paper/executive summary distilling the lessons of their research for practitioners in their field.

Requirements for the dissertation will otherwise remain consistent with those of the current EdD in Educational Leadership and as defined by the graduate school, including the composition of the dissertation committee and processes for dissertation defense and submission.

Course Scheduling & Curriculum Grid

The executive program will require a total of 45 credits beyond the earned master’s degree. During the first two years, students will take two courses in each of the fall and spring semesters, and two courses will be offered in the summers during an intensive seven-day session. In the final year, students will take one course per term

IV. Impact on Faculty & Students

Faculty. The courses offered in the executive program are equivalent to the traditional course offerings, and will be taught by the faculty who currently teach them. Core program faculty will serve as advisors for 3 – 5 students every other year, and they will usually, but not always become the chair of each of those students’ dissertation committees. Current program faculty include Christopher McGinley, Steve Gross, Sarah Cordes, and John Hall.

Given the program's strong focus on practice, dissertation committees will include two qualified faculty members from the College of Education and a qualified practitioner who is external to the university. The external member must successfully complete a selection process developed by the program faculty.

The courses offered in the program sort into four main groups, and each group of courses will be managed by a program faculty member. This does not mean that a group’s faculty member teaches each of the courses, but he or she is responsible for reviewing and adjusting the curriculum of these courses, developing coherence among the courses, and coordinating with other faculty members to develop coherence across the program. The groups, and the person responsible, are as follows: Research Methodology: Sarah Cordes; Organization and Policy: John Hall; Equity and Ethics: Steve Gross; The Practice of Leadership: Christopher McGinley.

Students. Students enrolled in the executive program will take coursework that accommodates an intense work-week schedule, and with support and guidance they will be able to complete the program in three years. This approach appeals to professionals who want a high-quality education that is concentrated, efficient, and predictable.

We will select 18 to 20 students for each cohort, and cohorts will be admitted every two years.

In the first two years, the program will comprise two courses per semester, offered on weekends, and two courses per summer, offered during an intensive seven-day session. In the final year, students will take one course per term, unless they are pursuing superintendent licensure, in which case they will take an additional four courses in the last year. Some students may find it difficult to maintain the pace of this program; we will endeavor to screen for this during the admissions process.

Requirements for admission into the EdDEL are: (1) a master’s degree or at least 30 graduate credits in a related field, (2) significant prior professional experience in higher education or a related field, (3) strong letters of recommendation, and (4) a strong statement of purpose that makes a clear, well thought-out case for why the applicant believes the EdDEL is the right graduate degree to help them advance in their career. Starting with applications for the 2017 EdDEL program, the submission of GRE scores will be optional. In keeping with the broader University’s efforts to attenuate barriers to access and recognizing the potential for standardized exams to exacerbate inequities in graduate school access (as in undergraduate admissions), the College believes switching to “test-optional” for the GRE will expand access to the program without compromising our ability to select exceptional cohorts of students based on their prior professional accomplishments.

V. Impact on Resources

Changes in Tuition or Fees. All students in the program will pay $1100 per credit, at the current tuition rate since the program will be offered in an executive format. Instructional materials, meals, speakers, school visits, and events will all be included in the tuition. Tuition will be adjusted each year based on Temple University’s tuition rates and an annual review of program costs.

Campus. The program will be offered at the Temple Center City campus, where facilities exist for small group work and food service, and students can receive discounted parking.

Effects on Other University Programs. We anticipate that the new executive program will draw from an enhanced pool of candidates than the traditional program. Given the dramatic growth in demand for the EdD in Higher Education, we anticipate growth in student enrollment.

Space Resources. Facilities to support this program are available at the Temple Center City Campus.

VI. Learning Objectives and Assessment

Program objectives. The core requirements reflect the essential values of the Temple University graduate program in higher education and the foundational knowledge, skills, and abilities required for effective postsecondary administrative practice:

· Deep understanding of the historical, social, legal, economic, cultural, and political contexts of higher education administration;

· An advanced understanding of the governance and finance structures of postsecondary institutions and systems;

· Sensitivity to the complexities of organizational culture and the ability to lead effectively in diverse settings;

· The ability to critically examine, diagnose, and address persistent inequities in college access and success;

· The ability to find, critically review, and apply evidence from scholarly and policy research, and a commitment to using evidence routinely in decision making;

· Skills and habits of reflective practice that support equitable and ethical decision-making in complex situations.

Competencies and learning outcomes. Specifically, the following are the essential expected learning outcomes of the Temple EdDEL. Graduates of the EdDEL program:

· Demonstrate advanced understanding of effective practices for equitable and ethical school, school district and system leadership,

· Demonstrate advanced understanding of leadership and learning theories,

· Demonstrate advanced understanding of the history, politics, policy and philosophy of public, charter and independent educational programs,

· Demonstrate advanced understanding of schooling, school governance, organizational leadership and civic engagement,

· Demonstrate advanced understanding of how political, societal and identity factors that contribute to student and school success,

· Demonstrate the ability to critically engage, diagnose, assess and address issues of equity and inequality that exist in schools and school districts,

· Demonstrate the ability to review and synthesize research and practitioner literature to examine educational issues,

· Demonstrate the ability to select and apply research methods and theoretical frameworks to address problems of practice,

· Demonstrate the ability to design, engage in and thoughtfully report on research in multiple designated formats (Dissertation, White Paper, Presentation).

Assessment. Students’ learning and achievement of the program goals will be evaluated by faculty assessment of the quality of key assignments and the growth and maturation of students’ knowledge across the program curriculum:

· COURSE ASSIGNMENTS (PAPERS, EXAMS, PROJECTS, ETC.) are assessed as a measure of course learning.

· THE COMPREHENSIVE EXAM will require students to apply skills and synthesize content gained from across the EdDEL curriculum. Through the comprehensive exam, students must demonstrate: (1) the ability to situate and define a chosen topic or field within the concepts and history of the field, (2) the ability to compare, contrast, and justify various research methods appropriate to investigation of a scholarly topic, and (2) critically synthesize the extant scholarly literature around a selected topic.

· DISSERTATION PROPOSAL DEFENSE will occur before a committee of faculty who will assess students’ readiness to take on the independent research of the dissertation, assessing in particular their achievement of the learning outcomes above in relation to their own selected topic of study.

· DISSERTATION DEFENSE will occur before a committee of faculty who will assess students’ competency in independently executing a significant research project with application to the field. The dissertation serves as the primary artifact through which faculty will assess students’ achievement of the key learning outcomes of the program, including the ability to approach problems of practice analytically, drawing on existing literature and employing theory thoughtfully to guide analysis and intervention.

· PROGRAM COMPLETION/EXIT INTERVIEW will be required of all students who apply for graduation. This interview will assess students’ experience in the program and perceptions of learning outcomes and preparation for professional advancement.

· POST-GRAD EXPLOYMENT will be assessed as measures of student success.

VII. Implementation

If approved, the proposed restructured EdDEL will begin with the first cohort of students officially admitted into the program starting in Summer 2017. Students will apply through the regular admissions cycle.

VIII. Process for Development of Proposal

The proposal will be submitted for consideration and approval to groups/committees within the College of Education sequentially as follows: (1) K-12 educational leadership program faculty; (2) the Policy, Organization, & Leadership Studies (POLS) Department; (3) the Curriculum Committee of the College; and (4) the Collegiate Assembly of the College. Additionally, we will invite review and feedback from the Dean and the Associate Dean Academic Affairs and Faculty Development in the College of Education, as well as from the Vice Provost for Graduate Program Administration and Vice Provost for Academic Affairs, Assessment, and Institutional Research in the University.

The following is the anticipated timeline for development and approval of the proposed program:

· January-March 2016: Higher education faculty assessed program capacity and objectives, met with current and former students, and conducted benchmark analysis.

· March 2016: Initial presentation of Executive EdD proposal at POLS department meeting.

· May 2016: Revise proposal based on feedback and submit to College of Education Collegiate Assembly for discussion/approval.

· June 2016: Review and approval by Curriculum Committee of the College of Education

· July 2016: Solicit review and feedback from Jodi Levine Laufgraben (Vice Provost) and Zeb Kendrick (Vice Provost).

· Summer 2016: Review by Associate Dean and Dean of the College.

· August 2016: Proposal submitted to VP Kendrick for final review and dissemination to the Graduate Board for the September meeting.

· September 2016: Approval sought from the Graduate Board.

· DATE TBD: Proposal posted to Track

· DATE TBD: Proposal submitted to the Provost

· Fall 2016: Proposal submitted to the Board of Trustees

Proposal to Establish the Doctor of Education in Higher Education (EdDHE)

Abstract. The following is a proposal to establish a 69-credit EdDHE degree to replace the existing higher education concentration formally within the EdD in Educational Leadership in the College of Education which is being terminated.

Market. The proposed EdDHE degree is intended for a wide audience of individuals with experience in higher education and related settings who desire to advance their careers. We believe that a stand-alone higher education-focused degree will better serve our growing population of higher education-focused students and make our already high-quality EdD program more competitive in the regional market for doctoral programs. We also believe that the focus and coherence of the new program will enable us to broaden our recruiting to include professionals working within the entire educational enterprise that is now the full-service university, as well as those outside of postsecondary institutions—including researchers, administrators, policymakers, and educational support providers. This perceptive acknowledges the fact that tomorrow’s higher education institutions need to be deeply integrated into the socio-political fabric of the greater community in order to ensure student success.

Program objectives. The EdDHE degree will require a rigorous program of study that helps students develop the skills needed to diagnose and resolve organizational challenges and to craft and evaluate programs and policies impacting student success. The proposed curriculum combines the theoretical and methodological foundations of academic research with an applied focus that helps students develop the professional and interpersonal wisdom necessary to successfully manage change within complex organizational structures. The Temple EdDHE degree will prepare its graduates to be not just effective administrators but skillful and visionary leaders. To meet the needs of the current students is no longer adequate; leaders need to be prepared for and be a part of the future.

Advancing Temple’s urban education mission. The unique value of the Temple EdDHE degree will be its strong curricular focus on issues of equity in and access to postsecondary education in urban communities. The proposed core curriculum reflects the College of Education’s commitment to focusing on urban educational issues and challenges. Few EdD programs nationally make equity and access explicit priorities reinforced throughout the curriculum of the program. Extending Temple’s historic commitment to social justice and educational opportunity, the College of Education is committing through this program to develop expert and equity-minded postsecondary leaders—those who can enact the kinds of changes that are necessary to meet state and federal college completion goals, improve equity in student postsecondary outcomes, strengthen the role of higher education for the public good, create structures and cultures that are conducive to the success of all students, and be prepared for future challenges and changes. The program’s core focus on preparing expert practitioners who can advance equity and student success directly supports the commitments Temple University made at the White House “College Opportunity Day of Action” to promote college readiness and completion.

II. New Program Rationale, Context, and Demand

Three factors informed this proposal to develop a new stand-alone EdDHE degree:

1. The proposed program responds to growing demand within our current EdD program for a higher education-focused credential.

2. The proposed program better reflects trends in the field and the growing needs of higher education.

3. The proposed program design is consistent with those offered by top schools of education nationally and would occupy a critical niche in the Philadelphia region.

1. The proposed program responds to growing demand within our current EdD program for a higher education-focused degree. As higher education administration has grown increasingly complex, the market has responded to the need for more highly skilled professional postsecondary administrators. In 2000, there were 343 doctoral degrees awarded nationally in higher education administration programs (including community college administration). By 2014, that number had nearly doubled to 619 (US Dept. of Education, Integrated Postsecondary Education Data Systems), and postsecondary administration is consistently classified by the US Department of Labor as a fast-growing occupational field, with faster-than-average growth in the number of positions projected over the next decade. (http://www.bls.gov/ooh/management/postsecondary-education-administrators.htm#tab-6)

The College of Education currently offers an EdD in Educational Leadership with an option to concentrate in higher education or K-12 school leadership. The number of applications to the higher education concentration within the EdD has more than doubled in the past five years. Owing in large part to the strong internal market for the higher education-focused EdD among Temple’s own mid-level administrators as well as a strong postsecondary administration labor market, the College received a record number of higher applications to the higher education concentration for Fall 2016, making it one of the most selective programs in the College.

2. The proposed program better reflects trends in the field and the growing needs of colleges and universities. Graduates from an EdD focused on higher education must be prepared to lead in the increasingly complex legal, political, cultural, economic, and social contexts in which colleges and universities are situated. These contexts require that administrators within colleges and universities are innovative in using technology to generate efficiency in the planning, delivery, and assessment of education; skilled at using data to understand and address barriers to student success; able to think systemically and manage culture change; and disciplined about developing inclusive, equitable, and culturally responsive campus policies and practices. Practitioners in the political and non-profit sectors also need to understand and appreciate the complexities of higher education administration and the interaction between postsecondary organizations and the political and economic contexts in which they are situated.

The growing demand for a higher education focused doctoral degree warrants a program redesign with intentional focus on the specific content and competencies critical to effective higher education administration and functioning. There is of course value in developing administrators who can think “across the pipeline”. When it comes to advanced leadership skills, however, postsecondary and K-12 organizations are fundamentally different: they have different policy contexts, different accountability structures and governance systems, different relationships with external stakeholders, and fundamentally different models of delivery and management. We believe the Temple EdD-HE degree should provide its students with a dedicated core curriculum that embodies the core set of skills, knowledge, and critical thinking necessary to lead effectively within the higher education sector.

Moreover, we believe the EdD-HE degree should provide for students a cohort of professional peers with similar interests and experiences in higher education among whom the program can foster a community of exceptional Temple EdD alumnae. The redesign towards a stand-alone higher education curriculum also reflects the feedback we have received from current and former students in the combined EdD program (see proposal development discussion below), who unanimously agreed that while the core curriculum of the current program was of high quality, they would have benefited from a greater higher education-specific core curriculum and a tight-knit cohort of peers with similar professional roles and aspirations.

3. The proposed program design is consistent with those offered by top schools of education nationally and would occupy a critical niche in the Philadelphia region. As the discussion of program benchmarking below describes, Temple’s EdDHE degree would be one of the few in the region and by far one of the most affordable. It would also be the only program in the region with an explicit focus on urban education, informed by the College of Education faculty’s commitment to and field-leading research on issues of access, affordability, and equity in student success. The stand-alone EdDHE degree will better signal the unique value of the program in filling this vital niche. The proposed program design—including the core curriculum and the structured, thematically organized dissertation process—are also consistent with those of the leading national EdD programs and reflective of principles of best practice suggested by Carnegie Project on the Education Doctorate (http://cpedinitiative.org/about).

II. Relationship to other programs in the college

The proposed EdDHE degree will replace the existing higher education concentration within the EdD in Educational Leadership. At the same time, the Educational Leadership program is also being redesigned to provide a more focused, robust doctoral program for K-12 leaders in an executive format. The separation of programs allows both the opportunity to clarify mission and market, create more structured and coherent programs of study, and better position the College as the regional leader in education graduate training programs.

The proposed EdDHE degree also has a relationship to the MEd in Higher Education, approved by the Board of Trustees in 2015 and implemented in Fall of 2016. There is robust demand for the MEd in Higher Education, which also serves as a gateway to the EdD; each year the EdD applicant pool includes several students who are continuing their studies from the MEd. Many of those students who move from the MEd into the EdD are also Temple employees – meaning that the two programs represent a significant investment by the university in “growing its own” future leaders. By offering complementary master’s and doctoral programs in higher education, the College of Education is contributing to the development of an exceptional cadre of administrators both within Temple and in the region.

III. Curriculum

Program design. Completion of the EdDHE degree will require 69 credits—a reduction from the current requirement of 78 credits for the EdD in Educational Leadership. The reduction in required credits reflects assessment by the higher education program faculty of the envisioned core competencies of the program and the number and content of courses we believe necessary for students to achieve those competencies. The smaller credit requirement is consistent with other leading EdD programs nationally (see benchmarking discussion in #VII below).

Possession of a master’s degree in a related field will be required for admission to the program (with some exceptions), and students will be expected to transfer in up to 30 credits (with approval). With program approval, students may also transfer in up to nine credits earned at the Temple College of Education while not matriculated in a graduate program. Most students will thus need to complete 11 courses plus at least six credits in the dissertation block (including at least two credits of EDAD 9999) in residence in the doctoral program at Temple.

Because several doctoral courses are offered in intensive 7-weeks sessions (as noted in the curriculum overview below), the program is designed so that students are able to complete in three years (including summers), as illustrated below.

Sample program schedule

Year 1 Fall: 2 courses

Year 1 Spring: 3 courses

Year 1 Summer: 2 courses

Year 2 Fall: 2 courses

Year 2 Spring: 2 courses / Qualifying exam

Year 2 Summer: Dissertation proposal (3 credits)

Year 3 Fall: Dissertation (1 credit)

Year 3 Spring: Dissertation (1 credit)

Year 3 Summer: Dissertation (1 credit)

Core Courses & Course Sequence

The curriculum of the proposed EdDHE degree will feature a core set of courses that reflect the essential values of the Temple University graduate program in higher education and the foundational knowledge, skills, and abilities required for effective postsecondary administrative practice. We have defined those foundational competencies as:

· Deep understanding of the historical, social, legal, economic, cultural, and political contexts of higher education administration;

· An advanced understanding of the governance and finance structures of postsecondary institutions and systems;

· Sensitivity to the complexities of organizational culture and the ability to lead effectively in diverse settings;

· The ability to critically examine, diagnose, and address persistent inequities in college access and success;

· The ability to find, critically review, and apply evidence from scholarly and policy research, and a commitment to using evidence routinely in decision making;

· Skills and habits of reflective practice that support equitable and ethical decision-making in complex situations.

Table 1 outlines the curriculum for the proposed program. In order to design a new core curriculum for the EdDHE degree, the program faculty assessed the strengths of current course offerings and identified gaps where new courses were needed (interviews with current and former students also helped us identify gaps in the curriculum; see proposal development discussion below). Accompanying this proposal are proposals for six new courses—four of which are enhanced doctoral-student only versions of existing higher education courses). New course proposals are attached as Appendix 2.

Core & Elective Cognates. All students will be required to complete the Higher Education core, consisting of four foundational courses in higher education administration, issues of access and equity, and theories

Table 1. Proposed EdD in Higher Education Curriculum

Curriculum Block

Courses

Higher Education Core (12 credits)

HIED 8101: Advanced Seminar on Higher Education Administration

HIED 8102: Higher Education Economics & Finance

HIED 8103: Equity in Higher Education Policy & Practice

HIED 8104: Seminar on Theory in Higher Education (new) (7-week)

Electives

(6 credits)

Students select a 2-course cognate based on dissertation interests

Compliance & Effectiveness in Higher Education

HIED 5301: Planning & Assessment in Higher Education (7-week)

HIED 5803: Law & Policy in Higher Education (7-week)

Teaching in Higher Education

EPSY 8985: Teaching in Higher Education Seminar

EPSY 9860: Innovation, Technology & Teaching

Learning & Development

EPSY 5531: Learning Theories in Education

EPSY-5541: Concepts in Human Development

Adult & Organizational Development

AOD 5404: Organizational Communication

AOD 5535: Organizational Assessment, Design and Strategy

Teaching & Supporting English Language Learners

TESOL 8614: Approaches to Teaching in Second/Foreign Language Education

TESOL 8621: Context for Teaching and Learning Language

Ethics in Educational Leadership

EDAD 8461: Ethical Leadership in Education

EDAD 8553: Democratic, Equitable and Ethical Leadership

Sociology of Urban Education

URBE 5501: Urban Schools

URBE 5417: The Urban Environment

Advanced Research Methods Block

(12 credits)

Required:

EPSY 8627: Introduction to Research Design & Methods

EDUC 5325: Introduction to Statistics and Research

EDUC 5262: Introduction to Qualitative Research

Plus one of the following:

EPSY 8625: Intermediate Educational Statistics

EPSY 5529: Test and Measurements

EPSY 8826: Multivariate Research Methods

HIED 8XXX: Advanced Practice-Based Qualitative Research in Higher Education (new)

Comp Exam & Dissertation Block

(9 credits minimum)

HIED 8XXX: Advanced Higher Education Research Seminar (Lit. Review & Comp. Exam)

EDAD 9998: Dissertation Proposal (3 credits)

EDAD 9999: Dissertation (3-6 credits)

of higher education organization and administration. In addition to the core, students will take two elective courses. Students will select as electives a two-course “cognate” designed to provide an area of sub-specialty based on students’ research and practice interests and planned dissertation topic. These cognates will introduce students to key readings in these areas and allow them to build relationships with faculty members who may serve on the dissertation committee. Cognate areas in Table 1 reflect common areas of doctoral student focus, but students may develop others with adviser guidance. Cognates are not transcripted as concentrations; they serve only as advising tools for structuring students’ course of study.

There will be no prescribed course sequencing in the proposed curriculum with the exception of (1) the Advanced Research Seminar, which must be taken in or after the last semester of coursework, and (2) methods courses, as follows: Students must first take the “introductory” versions of the quantitative (ED 5325) and qualitative (ED 5262) courses before enrolling in more advanced courses for either methodology, unless they have prior coursework that program faculty believes exempts them from the introductory courses. Because of the variation in levels of preparation students may bring to the methods courses, this sequencing requirement will be implemented through advising rather than through the assignment of strict prerequisites in Banner.

Alternative curriculum for Temple MEd graduates. An additional consideration for design of the EdD-HE core is that some students who enroll in the program (especially Temple employees) will have completed an MEd at the College of Education and have taken master’s level versions of the courses for which there will now be doctoral sections as part of the core for the proposed EdD program. While the doctoral sections of these courses are differentiated in terms of the nature of assignments students complete, the content may be redundant for some students moving from the MEd into the EdD. For these students, the requirement will thus be to take any courses from the list of doctoral higher education courses they have not previously taken and to then complete their core credit block with approved electives from within the College of Education.

New Courses

Based on our assessment of existing College of Education course offerings vis-à-vis the defined competencies and objectives of the proposed EdD-HE degree, the program faculty has identified the need to develop two new courses and to create new doctoral versions of four additional existing courses. This proposal incorporates a proposal for these course enhancements including learning objectives and draft syllabi for all six courses (see Appendix 2).

Program Requirements: Comprehensive Exam and Dissertation

The proposed design of the new EdDHE degree incorporates a structured process to facilitate students’ preparation for and completion of a rigorous dissertation. Such a structured, cohort-based dissertation process is consistent with that offered by leading EdD programs nationally and is warranted given both the nature of adult learning and the College of Education’s commitment to supporting the academic success of adult students, many of whom are working full time while completing the program. Moreover, former EdD students interviewed in the process of designing the new program agreed unanimously that having a structured process supported by a defined cohort of peers would have greatly enriched their dissertation experience.

Dissertation Block Design. While the different pace at which EdD students take courses and move through the program makes it difficult to establish cohorts at the time students first enroll, we propose a “Dissertation Block” design that creates a cohort at the time at which students are prepared to begin the comprehensive exam and dissertation process.

· Advanced Higher Education Research Seminar & Thematic Dissertation Group: During the semester in which they will complete all required coursework for the program or in the semester immediately following completion of coursework, doctoral students will enroll in the Advanced Higher Education Research Seminar (HIED 8XXX). The Administrative Research Seminar serves two purposes in creating a structured dissertation process:

1. The Seminar serves as a structured course in which students complete an extensive literature review on the topic of their dissertation. In the new EdDHE program design, the cohort with whom students enroll in the Research Seminar will become a dissertation cohort and students will be expected to conduct peer review and assessment of their colleagues’ work throughout the seminar. The same students will enroll together the following semester in the Dissertation Proposal Design course (EDUC 9998) with the same faculty member, who will in most cases then serve as chair of those students’ dissertation committees. In this course students will deepen their content knowledge while experiencing and benefiting from the “peer experience” that underlies all professional endeavors.

2. The Advanced Higher Education Research Seminar will also serve as preparation for the comprehensive exam (described below) and the two will be linked—that is, all students will take the comprehensive exam at the end of the Advanced Research Seminar. In the Advanced Research Seminar, students will complete an extensive literature review on their topic; prepare materials to support their IRB submission; and prepare for the comprehensive exam. Class will meet monthly as an intensive writing and feedback workshop. At least one Advanced Research Seminar will be conducted each semester.

· Comprehensive exam: At the end of the semester in which students are enrolled in the Advanced Higher Education Research Seminar, and prior to the completion of the dissertation proposal, students will be required to pass a comprehensive exam in order to advance to candidacy for the doctoral degree. The comprehensive exam will consist of written responses to three questions developed by the instructor of the Research Seminar (who in most cases will serve as the student’s primary dissertation adviser and chair). Through the comprehensive exam, students must demonstrate: (1) the ability to situate and define a chosen topic or field within the concepts and history of the field, (2) the ability to compare, contrast, and justify various research methods appropriate to investigation of a practice-based research problem, and (3) critically synthesize the extant scholarly and practice-focused literature that informs administrative practice related to the topic. Successful completion of the qualifying exam will advance students to doctoral candidate status and aid in preparation of the dissertation proposal.

· Dissertation proposal: In the semester immediately following completion of the Advanced Research Seminar and successful completion of the comprehensive exam, students will enroll in Dissertation Proposal Design (EDUC 9998). Students will enroll in a section of EDUC 9998 with the same cohort of students and instructor with whom they were enrolled in the Advanced Higher Education Research Seminar. Like the Advanced Research Seminar, EDUC 9998 will function as a structured, intensive, cohort-based monthly workshop in which students will design and defend a dissertation proposal that outlines a rigorous plan for empirical study of an issue relevant to the student’s professional responsibilities or aspirations. The proposal must incorporate a thorough and critical review of literature relevant to the topic, a discussion of theoretical approaches to understanding and studying the topic and a conceptual or theoretical framework that will guide the study, and a robust methodological plan (including assurances of completing IRB review and any interview or other protocols necessary to submit for IRB review). Dissertation proposal defense will occur at any point during or at the end of the semester and students will receive feedback from the faculty adviser, other committee members, and their cohort peers during their defense. Students will be encouraged to defend the proposal no later than the end of the semester in which they are enrolled in EDUC 9998.

Dissertation requirements

· Practice Guide. Because of the practice focus of the EdD program, in addition to completion of a dissertation study report, EdD students will be required to produce a 3-5 page Practice Guide distilling the lessons of their research into succinct recommendations or best practices for practitioners in their field. The Higher Education program at the College of Education will post graduates’ Practice Guides on the College’s website to help disseminate their research and showcase current students’ work to prospective applicants.

Course Scheduling & Curriculum Grid

As noted above, courses will be scheduled with frequency to allow for timely completion (three years including both summers). The grid attached in Appendix 1 outlines a sample pathway through the program.

Campuses

All courses in the proposed program will be offered on-campus or in a hybrid online/in-class format at the main Temple campus in Philadelphia. However, in the future the College may consider offering courses at other campuses.

IV. Impact on Faculty & Students

Faculty. The proposed program is an enhancement of the existing higher education concentration of the EdD in Educational Leadership. The proposed curriculum includes ~~two~~ new courses and four augmented doctoral-student versions of existing courses currently offered in the College. The proposed dissertation design will require some reallocation of faculty load by integrating the advising for development of dissertation literature review and proposal into the instruction of those courses. The rationale for this aspect of the design is to provide students a much more structured, streamlined process through which to complete the steps of preparing for and completing the dissertation. This principle underlies the entire redesign as proposed, based on feedback from past graduates of the program who felt they would have benefited from a more structured and prescriptive dissertation process. We feel the best way to accomplish this more structured design is to build the preparation for and development of the dissertation into the course curriculum.

Students. Graduates from the higher education concentration of the EdD in Educational Leadership have been successful in finding jobs and/or advancing to more senior positions in their fields, and we believe the same will be true for graduates of the proposed program. However, graduates of the new program will benefit from greater depth of higher education content and foundations of higher education research and practice, preparing them to better meet the challenges associated with higher education leadership in the 21st century. Graduates of the program will be well prepared to seek leadership positions in a variety of areas within higher education (including academic affairs, financial aid, admissions, public relations, multicultural and diversity affairs, institutional research and planning, learning and student success centers, athletics, training and development, residence life, advancement, business services, human resources, facilities, counseling and health services) as well as within external policy and educational support services.

The redesign of the EdD and its branding as a higher education-focused program will, we believe, give the College of Education a stronger market position in recruiting students and clearly signaling the values and benefits of the program. As described above, enrollment demand has been robust and growing; we project that with a distinct higher education program, the College will continue to attract a large and high quality pool of applicants moving forward. Consistent with prior years, we would anticipate a strong pool of internal applicants from Temple employees; however, with the branding and marketing of the new program we would also anticipate a more robust applicant pool from outside Temple. For Fall 2016, Temple employees comprised about one third of the applicant pool and half of the admitted cohort. Once the marketing for the new program is in place, we project 60-70 applications each year (admissions only occurs once annually, for Fall enrollment) from which we would aim for a yield of 20 students.

Requirements for admission into both the Executive EdD-EL and EdD-HE degree programs include: (1) a master’s degree in a related field, (2) significant prior professional experience in higher education or a related field, (3) strong letters of recommendation, and (4) a strong statement of purpose that makes a clear, well thought-out case for why the applicant believes the EdD is the right graduate degree to help them advance in their career. Starting with applications for the 2017 EdD program, the submission of GRE scores will be optional. In keeping with the broader University’s efforts to attenuate barriers to access and recognizing the potential for standardized exams to exacerbate inequities in graduate school access (as in undergraduate admissions), the College believes switching to “test-optional” for the GRE will expand access to the program without compromising our ability to select exceptional cohorts of students based on their prior professional accomplishments.

V. Impact on Resources

Given increases in enrollment and projections for accepting 20 students into the program each fall (an increase over current program enrollment), there will be an increased need for faculty to both teach courses in the program and advise students as they reach the dissertation phase (the first cohort in anticipated to submit dissertation proposals in the summer of 2019). We anticipate requesting a higher education faculty hire in 2017-2018 supported by the increased credit-hours generated from the projected enrollment.

Student support and costs. Full-time EdD students currently receive financial support from the College of Education in the form of a $5,000 per semester tuition discount and the opportunity to take a paid 13-hour per week externship in the College. The College anticipates continuing to offer this level of support to students in the proposed program. Tuition and fees will be the same as in the current program.

Projected enrollment and completions. Based on application and yield trends for the higher education concentration in the existing EdD program, we anticipate an applicant pool of approximately 70-80 students for each fall admission from 2017 going forward. (Students are only accepted into the program in the fall semester.) Out of about 70 applicants, we anticipate accepting 25 students to achieve a yield of 20. Once the new EdD program is fully implemented and enrolled, we anticipate a total ongoing enrollment of 60-70 students.

VI. Learning Objectives and Assessment

· Deep understanding of the historical, social, legal, economic, cultural, and political contexts of higher education administration;

· An advanced understanding of the governance and finance structures of postsecondary institutions and systems;

· Sensitivity to the complexities of organizational culture and the ability to lead effectively in diverse settings;

· The ability to critically examine, diagnose, and address persistent inequities in college access and success;

· The ability to find, critically review, and apply evidence from scholarly and policy research, and a commitment to using evidence routinely in decision making;

· Skills and habits of reflective practice that support equitable and ethical decision-making in complex situations.

Competencies and learning outcomes. Specifically, the following are the essential expected learning outcomes of the Temple EdD in Higher Education. Graduates of the EdD program in Higher Education will:

· Demonstrate advanced understanding of the foundations of higher education, including knowledge of the history, politics, economics, and philosophy of higher education, theories of student development and organizations, and the institutional and social factors that contribute to student success in higher education.

· Demonstrate a disciplined and analytic approach to professional practice in the organization and administration of academic and student affairs, including the use of assessment, evaluation, and research in decision-making; the ability to engage in strategic planning and goal-setting; the ability to lead with cultural sensitivity and ethical judgment; the ability to understand organizational behavior and dynamics; and the ability to communicate clearly and effectively about complex administrative issues to a wide array of audiences and stakeholders.

· Demonstrate knowledge related to the functional core of the university, including teaching, research and service; management skills such as problem solving, planning, budgeting, fundraising, assessment and evaluation; and human relations skills such as managing conflict, effective communication, valuing diversity, and promoting organizational and individual development.

· Gain a conceptual understanding of higher education organizations when viewed from multiple perspectives including organizations as academic enterprises, loosely coupled bureaucratic systems, and complex multifarious cultures, and be able to adopt those perspectives as analytic lenses for understanding and addressing administrative issues.

· Demonstrate the ability to select and apply appropriate research and program evaluation designs and methods, including: An understanding of principles of research study design; the ability to synthesize relevant literature from across fields to inform practice and research; the ability to articulate and apply theory or conceptual frameworks to support analysis and evaluation; familiarity with an array of qualitative and quantitative methods and competence in data analysis strategies appropriate for contributing knowledge to advance effective higher education practice; and competence in academic writing conventions.

· Enact habits of reflective and equity-conscious administrative practitioners, including conducting critical inquiry into issues of inequity or disparities in student access and success; engaging as learning agents on behalf of the institution; and collecting, interpreting, and communicating evidence to substantiate administrative issues.

· COURSE ASSIGNMENTS (PAPERS, EXAMS, PROJECTS, ETC.) are assessed as a measure of course learning.

· THE COMPREHENSIVE EXAM will require students to apply skills and synthesize content gained from across the EdD curriculum. Through the comprehensive exam, students must demonstrate: (1) the ability to situate and define a chosen topic or field within the concepts and history of the field, (2) the ability to compare, contrast, and justify various research methods appropriate to investigation of a scholarly topic, and (2) critically synthesize the extant scholarly literature around a selected topic.

· POST-GRAD EXPLOYMENT will be assessed as measures of student success.

VII. Program Benchmarks

In designing the proposed program, we benchmarked both against regional programs and the top-ranked programs nationally. Table 2 summarizes comparison based on simple program characteristics and costs; however, in addition to these basic factors we looked carefully at trends across peer programs in curricula and course offerings, program structure, dissertation design and process, cohort sizes, and so on. Our proposed design reflects what we see as the best elements of these peer programs as well as those most appropriate to our market, our capacity and faculty expertise, and Temple’s price relative to the market.

For example, while several of the top-ranked national programs are offered exclusively in an executive format (students brought together for short, intensive sessions over a period of 1-2 years), those programs are very expensive to run and are consequently very high-cost for students. We do not believe that Temple’s market position is such that we currently have either the demand or the capacity to implement a purely executive format. However, we have learned from our students that they would find appealing some elements of an executive format (e.g., shorter, more intensive classes and a structured, cohort-based dissertation process), and we believe we can build those elements into the design of a traditional EdD program while still maintaining high quality at a cost that makes the program highly competitive in the region—including by offering courses in “hybrid” online/in-class formats, by utilizing the 7A and 7B semester sessions to increase course availability each semester, and by facilitating the positive attributes of a cohort model through the dissertation curriculum as described above.

VIII. Implementation

If approved, the proposed EdDHE will be implemented (entered into Banner and the Graduate Bulletin) starting in Fall 2017, with the first cohort of students officially admitted into the program starting in Fall 2018 (given the timing of the admission cycle). However, students applying for entry into the current program (starting with students admitted for Fall 2016 and those admitted for Fall 2017) will be given the option to switch into the new program once implemented. Those students will be advised of the new program curriculum and be given the option to begin taking courses aligned to the requirements of the new program with the intent of switching into it in Fall 2017.

However, students admitted for Fall 2016 and Fall 2017 will still have the option of completing the EdD program as currently structured and reflected in the Graduate Bulletin. The current higher education concentration within the EdD in Educational Leadership will remain in the Graduate Bulletin but will be

Note: Hybrid in this table refers to the program, meaning that some courses are offered online and some in traditional in-class format. Some courses within the programs are also “hybrid” meaning the course itself includes both online and in-class instruction.

open only to those students admitted in spring 2017.[footnoteRef:1] Students admitted into the current program will have five years (until Fall 2022) to complete the program under current program requirements. We anticipate that all students will select to switch into the new program. [1: The College of Education offers the EdD in Educational Leadership through the Temple Jamaica Program; this program will be unaffected by the proposed changes, so the existing program should remain in the Bulletin for Jamaica students only.]

IX. Process for Development of Proposal

The development of this proposal began with an assessment by program faculty of the competencies, learning objectives, and other student success objectives (e.g., employment outcomes, etc.) that we believe should be the hallmark of practice-based doctoral study in higher education. We also assessed our program capacity and faculty expertise, trend data on applications and enrollment to our program, labor market trends in postsecondary administration, trends in the growth of higher education EdD programs nationally, and Temple’s market position relative to other programs in the region.

Program faculty also conducted interviews with 10 former and current students at different stages in the program. We asked these students specifically about (1) what they felt were the strengths and weaknesses of the current program design generally, (2) which courses they found the most and least valuable, (3) areas in which they felt most and least prepared for the dissertation, (4) how they felt about the dissertation process generally, and (5) for any other recommendations or concerns. The program designed proposed here reflects significant input from students – particularly around dissertation design and core courses.

The proposal will be submitted for consideration and approval to groups/committees within the College of Education sequentially as follows: (1) higher education program faculty; (2) the Policy, Organization, & Leadership Studies (POLS) Department; (3) the Curriculum Committee of the College; and (4) the Collegiate Assembly of the College. Additionally, we will invite review and feedback from the Dean and the Associate Dean Academic Affairs and Faculty Development in the College of Education, as well as from the Vice Provost for Graduate Program Administration and Vice Provost for Academic Affairs, Assessment, and Institutional Research in the University.

The following is the anticipated timeline for development and approval of the proposed program:

· January-March 2016: Higher education faculty assessed program capacity and objectives, met with current and former students, and conducted benchmark analysis.

· March 2016: Initial presentation of EdD proposal at POLS department meeting.

· May-June 2016: Revise proposal based on feedback and submit to College of Education Collegiate Assembly for discussion/approval.

· June-July 2016: Submit proposal to Curriculum Committee of the College of Education and solicit review and feedback from Jodi Levine Laufgraben (Vice Provost) and Zeb Kendrick (Vice Provost).

· Summer 2016: Review by Associate Dean and Dean of the College.

· August 2016: Proposal submitted to VP Kendrick for final review and dissemination to the Graduate Board for the September meeting.

· September 2016: Approval sought from the Graduate Board.

· DATE TBD: Proposal posted to Track

· DATE TBD: Proposal submitted to the Provost

· Fall 2016: Proposal submitted to the Board of Trustees

· January – March 2017: Development of new marketing materials & website

· Summer-Fall 2017: Launch of new program website, applications accepted for new program

C. Terminate the Existing Doctorate of Education (EdD) in Educational Leadership with Concentrations in K-12 Education and Higher Education.

The College of Education proposes to terminate the EdD in Educational Leadership with concentrations in K-12 Education and Higher Education. This program will be replaced with the newly established Executive EdD in Educational Leadership for professionals in K-12 positions and the newly established EdD in Higher Education.

I. Rationale

The College of Education proposes the termination of the EdD in Educational Leadership with concentrations in K-12 Education and Higher Education. The proposed termination is in response to the market demand for two standalone programs. We believe that the standalone programs will allow the College to better market the degrees and expand our recruiting efforts to attract high quality and competitive students. The standalone programs will also allow for further instruction on the different issues and needs of K-12 Education leaders and Higher Education leaders.

II. Relationships of Terminated Program

The EdD in Educational Leadership is currently housed in the Policy, Organizational, and Leadership Studies Department within the College of Education. The newly established Executive EdD in K-12 Educational Leadership and the newly established EdD in Higher Education will also be held in the POLS department. The termination of this program will not affect other programs in the College of Education.

III. Impact on Students

Students currently enrolled in the EdD in Educational Leadership with two concentrations in K-12 and Higher Education will have five years to finish their current program. Options to transfer into one of the newly established programs will be provided to students on an individual basis. Communication will be sent to students informing them of the program termination and outlining their degree completion expectations as soon as the termination is approved. Students will meet individually with advisors to determine the best course of action to ensure their timely degree completion. Current students will have five years to complete the degree. In some cases, students may opt into one of the two newly proposed degrees.

IV. Process for Development of Proposal

The proposal will be submitted for consideration and approval to groups/committees within the College of Education sequentially as follows: (1) K-12 educational leadership AND Higher education program faculty; (2) the Policy, Organization, & Leadership Studies (POLS) Department; (3) the Curriculum Committee of the College; and (4) the Collegiate Assembly of the College. Additionally, we will invite review and feedback from the Dean and the Associate Dean Academic Affairs and Faculty Development in the College of Education, as well as from the Vice Provost for Graduate Program Administration and Vice Provost for Academic Affairs, Assessment, and Institutional Research in the University.

Appendix 1

Sample Program Pathway for 3-year Completion of the EdD in Higher Education

Advising Worksheet

Year 1	Fall 2017	HIED 8101: Advanced Seminar on Higher Education Administration HIED 8102: Higher Education Economics & Finance
	Spring 2018	EPSY 8627: Introduction to Research Design & Methods HIED 5803: Law & Policy in Higher Education (7A) HIED 5301: Planning & Assessment in Higher Education (7B)
	Summer 2018	EDUC 5325: Introduction to Statistics and Research EPSY 8625: Intermediate Educational Statistics
Year 2	Fall 2018	EDUC 5262: Introduction to Qualitative Research HIED 8104: Seminar on Theory in Higher Education (7A)
	Spring 2019	HIED 8103: Equity in Higher Education Policy & Practice HIED 8XXX: Advanced Higher Education Research Seminar / Comprehensive Exam
	Summer 2019	EDAD 9998: Dissertation Proposal & IRB
Year 3	Fall 2019	EDAD 9999: Dissertation
	Spring 2019	EDAD 9999: Dissertation
	Summer 2019	EDAD 9999: Dissertation / Defense

Appendix 2

Syllabi for New Courses in the EdD in Higher Education Program

Accompanying the EdD in Higher Education proposal is a proposal to establish six new courses to enhance the curriculum in higher education core, methods, and preparation for the dissertation. Attached are syllabi for the following courses:

1. HIED 8101: Advanced Seminar on Higher Education Administration*

2. HIED 8102: Higher Education Economics & Finance*

3. HIED 8103: Equity in Higher Education Policy & Practice*

4. HIED 8104: Seminar on Theory in Higher Education

5. HIED 8XXX: Advanced Higher Education Research Seminar*

6. HIED 8XXX: Advanced Practice-Based Qualitative Research in Higher Education

*These courses are new EdD-specific versions of courses previously offered in the EdD in Educational Leadership program.