ACADEMIC PROGRAM APPROVAL
CHECKLIST
This form is a routing document for
the approval of new and revised academic programs. Page 2 will serve as an attachment to the
Faculty Senate agenda. Proposing
department should complete form, attach as a cover page and forward to the
college dean. Documentation should include copy of curriculum as it is to
appear in the Undergraduate and Graduate Catalog. Proposals must arrive to the
Undergraduate/Graduate Committee by November in order to reach the Faculty Senate
by March 1. Proposals received after
this date cannot be implemented the following year nor included in the catalog
for that year.
1.
Proposed change leads to the degree of
( ) Bachelor of Arts (
) Master of Arts ( ) Doctor of Philosophy
( ) Bachelor of Science ( ) Master of
Science (XXX) Other Doctor of Education with a major in
Educational
Leadership
2.
( ) New major/curriculum Title
to be entered in record of students who select this program
(
) New minor Title to be entered in record of students
who select this program
(
) Change from provisional to permanent status.
3.
( ) Revision of existing: (XX) major ( )
minor (XX
) concentration
Present title
Doctor of Education in Educational Leadership with a major in Educational
Leadership
Records
System Program Code
(XX )
Add/delete required courses/credit hours
(XX ) Add concentration Title: Curriculum, Technology and Higher
Education
( ) Delete concentration
4.
( ) Deletion of
existing/disestablish: ( )
major ( ) minor (
) Other _______________________________
Title Code______________________
5.
( ) Policy
Change____________________________________________________________________________________
Title/Department
ROUTING AND APPROVALS: (Please do
not remove supporting documentation.)
Department Chairperson Date
Dean of College Date
Chairperson, Senate Com. On UG or GR
Studies Date
Chairperson, Senate Coordinating
Com. Date
Secretary, Faculty Senate Date
Date of Senate Resolution Date
to be Effective
Registrar Program
Code Date
Vice Provost for Academic Programs
& Planning Date
Provost Date
Board of Trustee Notification Date
a. Rationale for creation, revision, or
deletion:
In this program change, the School of Education is proposing
the creation of a new concentration within the Ed. D. program in Educational
Leadership. Under a separate document,
the previous “Curriculum & Instruction” Concentration will be deleted. A
new concentration entitled “Curriculum,
Technology and Higher Education” will be described below, and this will be one
of two concentrations in the revised Ed.D. program. There are new courses being
proposed to accompany the creation of this new concentration. All course changes involve School of Education
courses only, so no other academic departments are affected by these requested
revisions. All other policies and procedures remain the same.
Clientele
and Focus of the Ed.D. Program
The
SOE’s Ed.D. program is a practitioner-oriented doctoral program conferring a
Doctorate of Education in “Educational Leadership.” The program enrolls part-time students,
almost all of whom have full-time positions in school districts, education
agencies, or postsecondary institutions; a few Ed.D. students are employed in
training and staff development positions in other organizations. The Ed.D. program currently has two
concentrations: Administration & Policy (A & P) and Curriculum
and Instruction (C & I) enrolling a professionally diverse clientele of
K-12 and postsecondary administrators, program coordinators, teachers, and
specialists. A separate program document requests the deletion of the C & I
concentration. This document describes
the creation of a new concentration entitled “Curriculum, Technology and Higher
Education” (CTHE) to replace the deleted concentration.
Needs and Planned Changes
The
Ed.D. program needs to change its course
requirements in response to several developments over recent years:
• Delaware’s Department of Education and the
National Council for Accreditation of Teacher Education (NCATE) recently
adopted the new, national “ISLLC Standards”[1]
for training & licensure of K-12 education administrators. To remain as an accredited program and a
means of licensure for Delaware education administrators, the Ed.D. program’s
“Administration & Policy” concentration must add a few courses, remove a
few courses, and modify content of several existing courses. These requested changes are contained in a
separate program document.
• The Ed.D.
program’s “Administration & Policy” concentration needs to focus entirely
on K-12 educational leadership, policy, and administration, and can no longer
accept non-K-12 students.
• Regional postsecondary institutions (e.g., Del
Tech, DSU, Salisbury State, Rowen University, and UD) have grown over the last
decade and the Ed.D. program is receiving many applications from qualified
students with higher education backgrounds.
Formerly both concentrations accepted applicants working in higher
education positions; now just the newly-proposed CTHE concentration will accept
higher education students.
• The proposed CTHE concentration will have new course requirements. Students in this concentration will take a
set of core courses and a set of electives that will allow them to pursue their
specializations.
• Students in
both concentrations will be required to take a “common core” of three courses –
one focused on both academic writing and presentations; a second focused on
principles of program evaluation; and a third focused on designing and writing
studies for examining organizational needs and problems and planning
improvements.
With
the above changes, the Ed.D. program will better serve the academic needs,
professional interests, and career aspirations of its clientele.
b. Summary of Program
CURRICULUM, TECHNOLOGY AND HIGHER EDUCATION
CONCENTRATION
I.
Ed.D. Core (for both concentrations) – 9 credits
Effective
Communication for Leadership in Education (EDUC 824)
Organizational
Problem Analysis/Planning (EDUC 891)
Program
Evaluation (EDUC 863)
II. Curriculum, Technology and Higher Education
Concentration requirements – 12 credits
Curriculum
Theory (EDUC 860)
Foundations
of Educational Technology (EDUC 818)
Elementary
Statistics (EDUC 665)
Qualitative
Research in Educational Settings (EDUC 850)
III. Restricted Electives – 21 credits
Seven
additional courses selected from the list below or other courses approved by
the student’s advisor. The elective
courses should be chosen to supplement the student’s area of content knowledge
expertise or area of employment responsibility/expertise.
IV. Executive Position
Paper - 12 credits
Students
write and orally defend a doctoral thesis. (EDUC 969)
TOTAL
CREDIT HOURS REQUIRED FOR CURRICULUM, TECHNOLOGY AND HIGHER EDUCATION
CONCENTRATION: 54
Elective Courses Available for This
Concentration
Literacy:
EDUC 601, Language Development In The
Classroom
EDUC 620, Foundations Of Reading Instruction
EDUC 622, The Role Of Literacy In Content Area
EDUC 802, Seminar:Reading
EDUC 807, Seminar: Writing
EDUC 816, Literacy Problems
EDUC 822, Social Foundations of Literacy
Science:
EDUC 641, Science Curriculum & Instruction
EDUC 642, Topics In Science Education
EDUC 643, Environmental Education
EDUC 843, Proseminar in Science Education
Mathematics:
EDUC 634, Topics in Mathematics Curricula:
Grades K-8
EDUC 635, Teaching Mathematics in the
Elementary School
EDUC 636, Teaching Mathematics in the Middle
School
EDUC 672, Implementing Middle School
Mathematics Using Technology
EDUC 833, Research and Theory of Math Learning
EDUC 834, Research and Theory of Math Teaching
EDUC 835, Research and Theory of Math
Curriculum
EDUC 838, Research Issues in Math Education
Technology:
(Note: EDUC 885 is a repeatable topics course)
EDUC 885, Cognition and Instructional
Technology
EDUC 885, Advanced Multi-Media Design and
Development
EDUC 885, Current Issues in Educational
Technology Research & Practice
EDUC 885, Web-based Learning Environment: Advanced Design and Development
EDUC 885, Advanced Application of Computers in
Teaching Writing
EDUC 885, Assistive Technology
EDUC 885, Curriculum and Educational
Technology
EDUC 885, Data Driven Web Design
EDUC 885, Distance Education Technology:
Advanced Theory and Techniques
Higher Education:
EDUC 847, Postsecondary Student Affairs Issues
and Management
EDUC 849, Governance, Planning, and Finance in
Higher Education
Other:
EDUC 607, Educational Research Procedures
EDUC 897, Curriculum Inquiry
EDUC 829, Research on Teaching
|
PROPOSED PROGRAM CHANGES |
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|
|
|
|
|
|
|
|
|
|
|
Old Curriculum and
Instruction Concentration |
New Curriculum,
Technology, and Higher Education Concentration |
||
|
Former Required
Courses |
Credits |
New Required
Courses |
Credits |
|
Curriculum Theory (860) or Curriculum Inquiry (897) |
3 |
Curriculum
Theory (860) |
3 |
|
Curriculum and Planning Practice (861) |
3 |
Foundations
Education Technology ( 818) |
3 |
|
Research on Teaching (829) |
3 |
Principles of Program Evaluation (863) |
3 |
|
Introduction to Statistical Interference (856) or Elementary
Statistics (665) |
3 |
Elementary
Statistics (665) |
3 |
|
Qualitative Research and Evaluation Design (850) |
3 |
Qualitative
Research in Educational Settings (850) |
3 |
|
Two of the following: Quantitative Issues in Educational Research (862) Regression Models in Education
(812) Practicum in Qualitative Methods (851) Principles of Program Evaluation (863) Management Applications of Research (891) |
6 |
Organizational Problem Analysis/Planning (891) |
3 |
|
Introduction to Educational Policy (875) or School Improvement Strategy (895) |
3 |
Effective Communication for Leadership in Education (824) |
3 |
|
Total credits
of required courses |
24 |
Total credits
of required courses |
21 |
|
Elective
Courses |
18 |
Elective
Courses |
21 |
|
Doctoral
thesis credits |
12 |
Doctoral
thesis credits |
12 |
|
Total credits in concentration |
54 |
Total credits in concentration |
54 |
AUTHORIZED
DEGREE TITLES
Please check
the appropriate degree:
( ) Bachelor
of Applied Science
( ) Bachelor
of Arts
( ) Bachelor
of Arts in Educational Studies
( ) Bachelor
of Arts in Liberal Studies
( ) Bachelor
of Chemical Engineering
( ) Bachelor
of Civil Engineering
( ) Bachelor
of Computer Engineering
( ) Bachelor
of Electrical Engineering
( ) Bachelor
of Environmental Engineering
( ) Bachelor
of Fine Arts
( ) Bachelor
of Liberal Studies
( ) Bachelor
of Mechanical Engineering
( ) Bachelor
of Music
( ) Bachelor
of Science
( ) Bachelor
of Science in Accounting
( ) Bachelor
of Science in Agriculture
( ) Bachelor
of Science in Business Administration
( ) Bachelor
of Science in Education
( ) Bachelor
of Science in Nursing
( ) Master
of Applied Sciences
( ) Master
of Arts
( ) Master
of Arts in Liberal Studies
( ) Master
of Business Administration
( ) Master
of Chemical Engineering
( ) Master
of Civil Engineering
( ) Master
of Education
( ) Master
of Electrical Engineering
( ) Master
of Environmental and Energy Policy
( ) Master
of Fine Arts
( ) Master
of Instruction
( ) Master
of Marine Policy
( ) Master
of Materials Science and Engineering
( ) Master
of Mechanical Engineering
( ) Master
of Music
( ) Master
of Physical Therapy
( ) Master
of Public Administration
( ) Master
of Science
( ) Master
of Science in Nursing
(XXX) Doctor of Education
( ) Doctor
of Philosophy
This document will be retained
permanently in the Faculty Senate Office.
Revised
04/23/01
[1] Interstate School Leadership Licensure Consortium. These standards have been adopted and endorsed by the accrediting organizations and professional associations in education.