Minutes of November 10, 2003
3 p.m., Holmes Student Center Ė HSC 505

Present:    Aase, Bose, Cassidy, Deskis, Isabel, Jeris, Legg, Munroe, Musial, Payvar, Prawitz, Reynolds, Schoenbachler, Seaver, Thompson

Guests:     Donna Askins, Research Associate, Office of the Provost; Craig Barnard, Coordinator, Assessment Services; Diane Jackman, Associate Dean, College
                of Education; Rosita Marcano, Associate Professor, Department of Leadership, Educational Psychology and Foundations Wilma Miranda, Chair,
                Department of Leadership, Educational Psychology and Foundations; Jean Pierce, Assistant Chair, Department of Leadership, Educational Psychology
                and Foundations; Joe Saban, Assistant Professor, Department of Leadership, Educational Psychology and Foundations; Christine Sorensen, Dean,
                College of Education; Susan Stratton, Assistant Professor, Department of Leadership, Educational Psychology and Foundations

The meeting was called to order at 3:10 p.m.  It was moved and seconded to approve the minutes of October 27, 2003, as distributed, and the motion passed unanimously.

Legg introduced Wilma Miranda, Chair, Department of Leadership, Educational Psychology and Foundations; Jean Pierce, Assistant Chair, Department of Leadership, Educational Psychology and Foundations; Diann Musial, Professor, Department of Leadership, Educational Psychology and Foundations; Susan Stratton, Assistant Professor, Department of Leadership, Educational Psychology and Foundations; Joe Saban, Assistant Professor, Department of Leadership, Educational Psychology and Foundations; Christine Sorensen, Dean, College of Education; and Diane Jackman, Associate Dean, College of Education.  Legg turned the meeting over to Deskis for the discussion of the subcommittee report.

Deskis thanked her subcommittee members for reading through a lot of paper with a great deal of care.  She also thanked the department and college representatives.

Deskis said that one of the strengths reported in the departmental context section was excellent outreach to the needs of the local education community.  Many programs are offered off-campus at various schools districts in the region.  A large number of graduates stay in-state to work after they receive their degrees.  The faculty/student interaction was productive.  Some of the programs in the department have certification, and these programs have high pass rates on certification examinations.  There are also several endowments that support students in the department.

Deskis noted that the discussion points have to do with the written report; not with major problems in the department.  The report needs to be repaginated, and the tables need to be renumbered and completed.  In the facilities section the report should describe the computers available for student use.  There is little evidence of alumni support in the written document; the department has this information, but the evidence is missing in the review.  Deskis added that the department should talk about how the best practice (SPIDER) applies to various programs in the department. Musial explained that SPIDER is a database of instructional resources. Resources are defined as events that have a beginning, middle, and end to accomplish a purpose. All faculty can contribute information, which is reviewed before entering it into the database.  The database can be searched by learning resources that are theoretical, conceptual, or type specific. The events items can also be modified with new information. Cassidy added that this was a project funded by the David Raymond grant that was awarded to Musial.  Deskis said that homegrown nature of the project is impressive and could be highlighted more in the review.  She added that the chart describing the contributions to the Illinois Commitment should include information on goal 3: affordability, and encouraged the department to talk about offering programs to cohorts and the good completion time.  Deskis also noted that the structure of the department needs clarification; the report should explain the fact that all the programs are graduate programs but that the department offers undergraduate and graduate service courses.

Deskis turned to the recommendations for the future in the department context section.  Obtain better data on alumni support so it can be tracked and presented in program review.  Investigate where the success in attracting minority students in the Ed.D. in educational administration program can be extended to other programs in the department.  Keep the use of temporary faculty within reasonable limits; there are currently 27 temporary faculty and 23 tenure-track faculty.  The temporary faculty also teach undergraduate service courses.  Legg asked what the ratio of credit hours was between temporary and regular faculty.  Sorensen replied that her guess was that it would be higher for the service courses.  Miranda clarified that in foundations there is a majority of regular faculty teaching.  Pierce added that for educational psychology this is probably a 50/50 split.  Legg asked what screening process was used in making decisions about hiring temporary faculty.  Miranda responded that the individualsí resume is reviewed by faculty in the specific program area.  Most temporary faculty are graduates from our programs, and some are professors who have been teaching at other institutions in this region.  Legg added that NCATE does not seem to have a problem with using temporary faculty as long as the faculty you hire are quality faculty.  Miranda stated that some temporary faculty have taught for the programs for quite sometime.  Legg said that over the years the ratio has increased, right?  Miranda replied if you look over a long period of time, this is true.  Sorensen added that the educational administration program is different.  At one point it had 15 faculty now it has 7-8 faculty.  Legg stated that for the foreseeable future this probably will not change.  Miranda said that the educational administration program faculty has had a large turnover.  Just recently we hired four faculty members, and we are currently is the process of hiring one more.  The faculty does want the split to be at least 50/50, and we have done this.  Sorensen added that in educational administration there is a commitment that half of the coursework be taught by regular faculty.

Deskis said that the department needs to track if the reorganization has been successful, especially for the educational administration programs.  The subcommittee would like a follow-up report on this issue in three years because it is new to this department.  She added that the report could include further explanation about the differences in the department as it was originally structured and how it is structured now.  Miranda said that in 1999 when the college reorganized, educational psychology and foundations were put together in one department. Educational psychology faculty have a large service responsibility and small graduate programs.  Educational administration faculty service the K-12 sector of the northern Illinois region, and have very large graduate programs.  We are working hard to establish this new department.  Educational administration is reconstituting itself because it lost several faculty to retirement and resignation, and we hope to replace five positions.  The faculty have already been reorganized a few times.  Deskis said we want to know how this is working out.  Talk about the benefits of faculty interaction and any problems that arise.  Miranda added that there have already been ways in which the faculty have assisted one another.  The research faculty in all three areas assist in dissertation loads and instruction.  Cassidy noted that the department should talk about the effects of integrating the educational administration and school business management programs.  Deskis said that information on the educational administration assessment plans should also be included in the interim report as well.

Cassidy said there was a statement about the learning center and the declining need for this center.  Miranda replied that this statement will be deleted from the review.  Jeris said that this issue was discussed with the subcommittee, and the face-to-face interaction at the learning center is declining, but with SPIDER and access to other information in electronic formats, more students are using on-line information.  The nature of how students use the learning center is changing.  Sorensen stated that the learning center is being reorganized.

Deskis turned to the M.S.Ed. in Educational Administration review and noted that assessment seems to be course driven.  The goals and objectives are linked to courses, but the subcommittee did not see how feedback is used.  The program needs to develop a less course-driven assessment plan and focus on program outcomes: this should be described in the interim report.

The strength of the Ed.S. in Educational Administration is the increase in minority students.  The differences between the Ed.S. and the M.S.Ed. degree need to be clarified. One area where you could do this is the occupational demand section.  The description should be different in each section of the review.  Sorensen stated that the Ed.S. and Ed.D. were more connected than the Ed.S. and M.S.Ed.  Deskis said that the subcommittee thought this at first, then we thought the M.S.Ed. and Ed.S. were more connected.  Sorensen said the Ed.S. program is primarily for K-12 principals.  The Ed.D. is a superintendentsí program.  The Ed.S. graduates do not do a dissertation and some of the coursework that the Ed.D. students do.  Cassidy added that she thought there was some mention in the Ed.S. section about students completing the M.S.Ed. degree and then moving on to the Ed.S.  Miranda said that these are some of the same students.  Ed.S. students want to obtain superintendent endorsement.  Cassidy asked if students could receive the endorsement without the doctoral degree.  Sorensen replied yes.  The Ed.S. and Ed.D. requirements are the same, except there are additional academic requirements for the Ed.D.  Ed.D. graduates get essentially the same positions as Ed.S. graduates.  Miranda added that it is helpful for students to have the doctorate, especially in large school districts.

Deskis turned to the review of the Ed.D. in Educational Administration.  The program has had significant success in attracting minority students, and also has four new faculty members. Deskis stated that benchmarking needs to be completed, and it should contain data from peer institutions.  A handout was distributed that listed measures for program comparisons.  She added that the assessment plan needs to be clarified.  We would like to see a more complete precise assessment plan in the interim report.  Miranda said we have continued to work on these suggestions since the meeting with the subcommittee.  Deskis said that anything that could be added to the document would be helpful.  Cassidy said if this issue is addressed in the final document, then it would not be necessary to be covered in the interim report.  Deskis added that that would be up to the Provostís Office to decide.  Prawitz said in the assessment plan you should talk about how you know that students have learned the materials and what outcomes you are looking for.  Talk about using portfolios.  Deskis stated that the portfolios are mentioned, but you need to talk about how they are being evaluated.  Cassidy said that in the report there should be a discussion of the assessment findings, focusing on the feedback mechanisms, recommendations from the last program review, national certification exams, and accreditation review.  If you have any external reviews, these should be mentioned too.  Jackman added that this information is available, and it will be added to the review.  Askins asked if the handout applied to all the programs.  Stratton replied that this applies to all the programs in educational administration.  Bose said that in looking at the data it appears that the Ed.S. in unique.  Sorensen replied that it was.

Deskis said that a strength of the M.S.Ed. in Educational Psychology program is that there was a good response to the problem raised about the studentsí research skills, and the steps taken to correct this problem were appropriate.  The students didnít think that the training in research methodology was as strong as they wanted it to be, and the department responded to this by offering a research methods course.

Deskis stated that the reporting on assessment is inadequate.  Pierce said that the program now has an employer survey, an advisory board, a faculty survey; and we have developed a rubric.  Payvar asked since all these programs are in the same department, can some of the same methodology be used in the assessment plans.  Miranda replied that this is a very good suggestion, but she doesnít know the answer to this yet.  There certainly are models that we might want to adopt throughout all of the programs.  Pierce added that all of the programs have different outcomes.  Payvar stated yes, but maybe you can use the same methods.  Miranda said that since faculty are teaching across areas, the courses will be much more integrated.  We are really in transition.  Cassidy added that one of the points made was the extent of service courses you provide and a notation that the program had been kept purposely small.  Then there was a statement about accommodating 100 more students.  Pierce said that this issue has come up relative to foundations of education.  Miranda said that for educational psychology the numbers had gone down somewhat and we were concerned about these numbers.  It is difficult when you have faculty that have doctoral and masterís degrees and provide service components to figure out what the numbers should be.  We were essentially concerned about stabilizing these numbers.  We also get mixed messages about program size.  Pierce added that part of the reason the numbers look small is because a number of the students in this program are part-time students.

Deskis turned to the review of the Ed.D. in Educational Psychology program.  The minority enrollment in this program is a strength.  Cassidy asked what the program was doing to increase minority enrollment.  Pierce replied that the program will be recruiting in Elgin to specifically address the needs of teachers in Elgin. There were some Chicago cohorts that recently went through the program.  Deskis added that minority enrollments are high to a large extent because of where the program is recruiting students.  Bose asked if having tuition waivers helped to recruit minority students.  Sorensen replied that they really donít use tuition waivers, but sometimes the school districts pay the tuition.

Legg asked how diverse the faculty in educational psychology is.  Pierce replied that there is one faculty member from Japan, one from Brazil, and about a 50/50 split between male and female.

Deskis stated that the need for the Ph.D. needs clarification, and added that other schools offer Ph.D.s in lieu of the Ed.D.  Pierce replied that the trend for educational psychology since the 1960s was to offer the Ed.D., but since 1990, 80 percent of the degrees have been Ph.D.s and 17 percent were Ed.D.s.  There has been a blurring of the difference between the Ed.D. and the Ph.D.  Our research requirement is the same as a Ph.D. program.  In the department the majority of faculty have Ph.D.s; one faculty member has an Ed.D.  Deskis said that if it was decided that the Ed.D. was out dated in comparison to the Ph.D., this would not be difficult to change.  Cassidy asked about the research focus in the Ed.D. and Ph.D.  Pierce responded that the focus is not really different in terms of multivariate analysis.  Cassidy asked about the differences in dissertation topics.  Pierce said she believed that they are basically the same, and focus on testing a theory.  Legg asked if this Ed.D. is different from the other Ed.D. programs in the college.  Pierce replied that it requires more statistics and research methods content, and traditional educational psychology programs focus on these aspects. Sorensen replied that there are two programs in the college where research is more rigorous and theoretically applied, and this is one of two programs that come to mind.  Bose said that at Ohio what they looked for was not just the intensity of course work in statistics and research methods; there were clear expectations that the work be publishable in a peer review journal of high caliber.  The final product must push the envelope, and the end results must be publishable.  Even before the dissertation was defended, the candidate was expected to publish some articles.  If you donít do this, you loose respect for the degree program.  Deskis said that this requires hands-on mentoring for students and further exploration is needed.

Deskis said a strength of the M.S.Ed. in Foundations of Education was a strong faculty and student interaction.  One discussion point was that the plan for growth of the program may not be feasible.  The subcommittee recommended that the program not be expanded in any precipitance way in the near future.  The document also needs to clarify what the program prepares students to do, and describe why this degree is so valuable to the students.

Deskis turned to the review of the M.S.Ed. in School Business Management.  She noted that this program is the only one in the state, and indicated that it is certainly acceptable to use out-of-state schools for benchmarking comparisons.  Saban replied that he had found only two other programs in the country that offer this degree.  Cassidy asked if other institutions offer the M.S. degree rather than the M.S.Ed.  Saban replied that many did offer the M.S. degree. Cassidy added that the title of the degree does not have to be the same for comparison purposes; it could be noted that this is one difference among the programs.  Reynolds said that you also find these programs in business colleges within M.B.A. programs, and asked if the department could get information from the national organization?  Saban replied yes.  Sorensen added that programs offered by business colleges prepare school business management students, but not through a separate degree tract. Cassidy asked if a degree was necessary to become certified.  Sorensen replied not necessarily; students can also take course work in M.B.A. or masterís in finance programs. Jackman clarified that school business managers need a masterís degree, but it does not have to be in school business management.  Deskis said that the assessment plan needs clarification, and the occupational demand section needs more information; state data should be used to demonstrate actual demand in this area.  The recommendation for the future is to improve benchmarking, and this maybe particularly important to this program.  It is nice to know where your niche is. Cassidy asked for clarification of the statement in the catalog on p. 98, ďÖstudents who have already earned an appropriate and related masterís degree from an accredited college or university with an approved teacher education program.Ē Sorensen replied that she would have to look at the state rules.  Cassidy added this statement suggested the requirement of a masterís in education degree.  Sorensen responded that it could be a requirement that the institution had teacher preparation programs. Cassidy asked then why we have this degree program.  Sorensen replied that we have had it a long time, but other institutions do this basically through their masterís in educational administration programs.  The program is connected to ISABO, and this is how it evolved.  Miranda added that there is student demand for the program because it has a good reputation.  The role of school business official is changing and now many individuals in these positions make decisions about educational policy matters and this requires some sense of a context in policy structure.  These roles are becoming more important.  Marcano added that ISABO adds the culture of schools into the program, and this makes the program unique.  This is what school systems are looking for.  These people are better prepared to fulfill school business official positions.

Aase stated that last year the APC talked about the quality of dissertations, and at this meeting we have talked about increasing program size if it is appropriate.  We have also discussed the rule about not chairing more than 12 dissertations; I donít know if 12 is an appropriate number.  Reynolds noted that the number cited in the review was 12 to 18 dissertations.  It was pointed out that these numbers have changed since the review was written.  Aase asked if the university has found any relationship between number of dissertations chaired and quality.  Bose said that he did not know this program well enough to make a specific statement about it.  At Cal-Tech the chair would not allow faculty to take more than a certain number of students because of the research and advising extensive responsibilities in chairing a dissertation committee.  The dissertations carry the reputation of the institution.  When deciding what this number should be, it is necessary to take into account the teaching load.  If mentoring dissertation students is the main responsibility, then an individual can do this for a higher number of students.  If someone is teaching two to three undergraduate classes and chairing a high number of dissertations, then quality could become an issue.  It also depends on the person.  One individual could successfully chair many dissertation committees while another individual would have a hard time chairing two committees.  Sorensen said the teaching load is 3/3 in the college, and faculty members teaching a certain number of doctoral students have a reduced load (2/2).  The educational administration program has a large number of doctoral students and the load is 2/2.  The number is higher than we might like, but we have high demand in this area.  We could easily double in size in terms of demand, but we canít do this with current resources.  Not every faculty member has a load of 12.  If a faculty member has a heavy dissertation load, it is because they specialize in dissertation work.  Only about a dozen faculty in the college carry a load of 12.  Bose added that some individuals are so efficient they could manage this load, and these are individuals the students tend to go to for advising because they can deliver.  There are a lot of variables involved here.  Sorensen stated that the cap was put into place because some people were so popular with the students.  There are only four programs in the college that have high numbers.

The meeting adjourned at 4:30 p.m.

Respectfully submitted,

Carolyn A. Cradduck