Doctoral Faculty Meeting Agenda
November 17, 2014 LCS 600 NOON – 2:00
FYI ITEMS
DISSERTATION RELATED ITEMS (from Sandy)
- Nov. 7th was last day students can defend their dissertation
- Nov. 21st is last day students can submit their dissertation to ProQuest
- Nov. 21st Statement of Approval is due – form with “wet” signatures
ONLINE FCQs (from Sandy)
- ALL FCQs are online – students have been emailed notice with instructions.
- Please remind students to submit their responses by Nov. 24th
GRADUATION RELATED ITEMS (from Sandy)
- If you have students who intend to graduate in spring 2015, please remind them to apply online for graduation by Feb. 5th – it’s open now
$200 ADVANCE REGISTRATION DEPOSIT (from Sandy)
- Advance Registration Deposit for CONTINUING students has been DISCONTINUED!
- Remind students to register NOW – especially for dissertation credits
APPLICATION DEADLINE for 2015 PHD/EDD PROGRAMS (from Sandy)
- Application for 2015 closes Dec. 1st for both EdD and PhD
FALL GRADUATES (from Sandy)
- EDLI: Sajit Kabadi, Austine Luce, and Sharon Unkart
- EDD: Julie Hart, Kim Regier, Rebecca Soden, Lisa Trujillo
REMAINING 2014-2015 DOC MEETINGS (from Connie)
⚀ JAN 19th ? MLK DAY ⚁ FEB 16th NO MARCH MEETING ⚂ APR 20th
SUBCOMMITTEE MEETING on GRE and/or ALTERNATIVE MEASURES
- Meeting December 2nd after Executive Committee Meeting in LSC 600
DISCUSSION ITEMS
ADMISSION PROCESS
- What is the admission process for EdD and PhD applicants?
~ Last Year’s Google Doc EdD
~ Last Year’s Google Doc PhD
~ Last Years Admissions Process (as it actually happened) Google Doc EdD and PhD
Admissions Documents for 2015 –
~ 2015 PhD Admission Sheet Google Doc
~ 2015 Summer EdD Admission Sheet Google Doc
- Will there be new funding? (Honorine may have this information)
* Honorine will provide us with additional information after fall break!
- Will YOU be continuing funding (from grants or previously awarded funds) for some students? Sandy needs to know these things WHEN ADMISSION DECISIONS are made (by February 2nd). Please think about these items so YOU are ready to ROCK and ROLL when we all come back for the spring semester and complete admissions.
Note: Honorine wants to know the dates for sending letters because the letter needs to include a note about they may be contacte about additional funding.
QUALIFYING EXAM – UPDATES ON CASE DEVELOPMENT
Concentration Area Updates
ELP (ALP-PLP) – Rod and Jim
PL&T – Brent and Laura
ECE – Elizabeth
Issues for Doctoral Faculty Discussion
~ Who approves cases? Concentration Area Faculty or other faculty group? Brent, Rod,
Elizabeth will work Ad Hoc to review and approve the cases in consultation with Allen
Connie and Shelley.
~ Who creates rubric? Concentration Area Faculty or others (individual or common)?
Elizabeth is going to share her rubric and that will help in case development.
~ What date do cases need to be ready to go?
April 1 to be reviewed by and sent to students by May 1st and is due by May 29th.
~ Who distributes the cases to students?
Sandy
~ Who grades?
Concentration Area Faculty and Core Course Rubrics (see google doc)
~ Dates cases are due to concentration faculty for grading (or others)?
May 29th
~ Who is responsible for developing the writing skills of our EdD students?
Rhetorical question at this point!
~ Should all first year EdD syllabi have a section on writing and writing expectations?
Rhetorical question at this point!
This QE exam is NOT REQUIRED by graduate school.
Plan B – Thoughts and Rationale on QE from Executive Committee Members (11/3 mtg) *
EC Member Thoughts – Alan Davis, Connie, Geeta, Rod, Kent (for Ayita)
* Students submit sample/samples of writing to be considered for review to LiveText in place of extra QE case option.
Possible set of outcomes for EdD students (Brent – borrowed from PLT concentration area and Integrated MA)
Here are the Principles from CPED
Definition of and Working Principles for EdD Program Design
As a means to honor local context, the CPED Consortium offers a new definition of the Education Doctorate and a set of Working Principles that should guide the development of quality professional practice preparation while supporting the diverse needs of local context.
These principles provide a frame, while the design concepts offer an architecture for building programs.
We, the members of CPED, believe
“The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.”
With this understanding, we have identified the following statements that will focus a research and development agendas to test, refine, and validate principles for the professional doctorate in education.
The Professional doctorate in education:
- Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
- Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
- Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.
- Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.
- Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.
- Emphasizes the generation, transformation, and use of professional knowledge and practice.
COMMON RUBRICS FOR EDD COURSES or CASES or PLAN B QE SUBMISSIONS
Communication, Participation, Critical Thinking Rubrics Kent on Rationale for Rubrics
DISCUSSION ITEMS (Continued)
OTHER –
ACTION ITEMS (to be added as decided and taken to an Executive Committee Meeting)
Need a programmatic level assessment matched to new program goals and programmatic development and tracking of students
Everyone needs to be held equally responsible (all six courses)
EDD Workgroup Meeting by cohort and look at assessments to write the response.
Program Level Goals
Year 1 Benchmarks with linked program-level assessments in Live Text (connected to particular courses) conducted at end of academic year (e.g., emphasis on writing, communication, participation, critical thinking)
Year 2 Benchmarks with linked assessments in Live Text (e.g., emphasis on synthesis, continued work on writing, beginning understanding of research methodology)
Year 3 Benchmarks with linked assessments in Live Text (e.g., competence in action research methodology)
Program Outcomes
- Admissions Decisions – will go as proposed and discussed in this meeting.
- Others