Indiana University School of Education

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
IUs 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 Teams 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
  Networks (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 masters 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 masters 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 Educations investigation in the
  preparation of the future professoriate
• Instructional System Technologys 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