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Indiana University School of Education

Indiana University School of Education . Key Ideas for the Carnegie Initiative on the Doctorate Project. Overview . Our school and our project Developing cornerstone ideas Program-level investigations . IU’s School of Education in brief . Large institution

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Indiana University School of Education

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  1. Indiana University School of Education Key Ideas for the Carnegie Initiative on the Doctorate Project

  2. Overview • Our school and our project • Developing cornerstone ideas • Program-level investigations

  3. IU’s School of Education in brief • Large institution • Undergraduate: 3rd Largest Teacher Education program in U.S. • Graduate: 1,197 • Within the doctorate: • 505 students • 59% female • 12% underrepresented populations • 30% international • 93% of students doctoral students are funded (~70% fully) • 5 Departments with 17 program areas • Curriculum and Instruction • Instructional Systems Technology • Language Education • Counseling and Educational Psychology • Educational Leadership and Policy Studies

  4. Cornerstone Ideas • The Leadership Team’s Challenge: to identify aspects of the doctorate which unite the diverse program areas of the school of education • Methods of discovery • Faculty leadership team discussions • Student leadership team discussions • Focus groups with students • Departmental meeting discussions • Data collection (on-going) • Participation in Graduate Women Education Network’s (GWEN) Mentoring Award process

  5. Cornerstone Ideas • Ed.D. vs. Ph.D • Inquiry/Research training in the Doctorate • Relationship between M.S. and Ph.D. degrees • Mentoring • First-year student experience

  6. Ed.D versus Ph.D • Is the Ed.D: • More practice-focused? • A so-called ‘fall-back’ degree? • What does School of Education control of the Ed.D. mean? • What does the Ed.D/Ph.D distinction mean for international students? • Should there be two degrees? • Identified goal: Ensure that the Ed.D. and Ph.D. are substantively different degrees

  7. Inquiry and Research Training • Research training is central to the doctorate • Where should the inquiry faculty be located? • How can students best be exposed to early research experience? • Depth versus breadth • Can a modified apprenticeship model be adopted in a large school? • What do students understand the apprenticeship model to be? • Identified goal: • Create an inquiry program which more deliberately reflects its place at the center of the doctorate.

  8. Continuity from M.S. to Ph.D • What should a master’s degree look like if it is preparing for a doctorate degree? • Do we need to develop a different set of expectations and/or course work for M.S. students who do not plan to continue for a Ph.D? • Do we want to require a larger research project or master’s thesis as a prerequisite for the doctorate? • What kind of professional experience do we value as preparation for the doctorate? • Identified goal: Distinguish expectations for different skills, experiences, and preparation signified by each degree.

  9. Mentoring • Does mentoring remain integral to success in the doctorate? • How do perceptions of ‘good’ mentoring differ from students to faculty? • Can good mentoring be institutionalized? • What policies promote or hinder good mentoring? • Identified goal: Describe mentoring as it is currently practiced in the School of Education from multiple perspectives. This project is a more formal research inquiry involving continuing focus groups, interviews, policy evaluation and 2 surveys. We have submitted presentation proposals to several professional societies.

  10. First-year student experience • How do students perceive current recruitment and admissions processes? • How does the first-year student experience vary between departments, programs, ethnicities, and advisors? • How can we increase opportunities for sharing between students across different programs? • What kind of introduction to the literature do first-year students receive? • How do international and underrepresented students experience their first-year? • Identified goal: Investigate the first-year experience through cross-disciplinary systematic inquiry.

  11. Program-area Inquiries • Program-level investigations • Special Education’s investigation in the preparation of the future professoriate • Instructional System Technology’s focus on milestones • Educational Policy Studies’ examination of research opportunities

  12. The Future • Small mixed discussion groups on key issues • Expand data collection and analysis to inform departmental and school-wide decisions • Complete Ed.D. review by Dec. 2003 • Discuss CID projects at faculty retreat • Continue mentoring research and present at professional meetings • Develop comprehensive first-year student program • Review inquiry and milestones requirements • Start/continue departmental review of doctorate

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