Program Review Self-Study s1

PROGRAM REVIEW SELF-STUDY

Title of Degree Program: 13.1201 Ed.D. Adult Education and Human Resource Development Majors listed under the degree: Adult Education and Human Resource Development Specialization areas include: International Intercultural Education Minors listed under the degree: None Program Leader: Tonette S. Rocco (2006 to present) Program Faculty: - Tonette S. Rocco, Associate Professor (2000-present); - Thomas G. Reio, Associate Professor (2007-present) and Chair, Department of Educational Leadership and Policy Studies (2008-09); - Marc Weinstein, Associate Professor (2007-08, returning 2009); - Doug Smith, Professor Emeritus (retired 2007) - Jo Gallagher, Associate Professor (left the university in 2006); - Mary Alfred, Associate Professor (2004-06).

Part I: Overview

1. What goals did you develop as a result of your last program review? a. Consistent with the conceptual framework of the College of Education (COE) vision and mission, the Ed.D. program in Adult Education and Human Resource Development has been working towards these goals: (a) the offering of a curriculum that reflects sound theory and practice; (b) the recruitment of students that represent diverse backgrounds and are highly qualified; (c) the delivery of program instruction by regular and adjunct faculty members who are qualified, active, and highly regarded in their respective professional fields; and, (d) the preparation of scholars and scholar practitioners.

2. What are your major accomplishments tied to these goals? Are there other significant accomplishments that you reached as a result of continuous quality

1 improvement and your ability to capture emerging trends, needs, and opportunities? a. The faculty members in the program are active and respected in their professional fields. The online open source journal sponsored by the program, New Horizons in Adult Education and Human Resource Development, is indexed by over 20 organizations including ERIC. This journal also provides a venue for adjunct and student publications. In addition, we serve on the editorial boards of all four Academy of Human Resource Development (HRD) journals and one of the three journals sponsored by the Association for Adult and Continuing Education.

Part II: Program Analysis

3. What is the vision of your program(s)? Your mission? a. The program follows the vision and mission of the COE’s Conceptual Framework. Further, the mission of the Ed.D. in Adult Education and Human Resource Development is to prepare professionals who will act as follows: are concerned with the improvement of training, education, and other types of developmental programs that focus on diverse adults; will provide technical assistance, consultation, and other professional services to organizations that conduct, sponsor and/or promote Adult Education and Human Resource Development programs in local, national, and international communities; and, will advance innovative practices, conduct research, and disseminate knowledge in professional, scholarly, and practitioner publication outlets.

4. Programmatic Information: a. Location(s) where degree is offered: Modesto Maidique Campus, Pines Center. b. Delivery format(s): face to face, online, hybrid, weekends and weeknights. Enrollment data: See chart below.

Fall Fall Fall Fall Fall Fall Fall Headcount 2004 2005 2006 2007 2008 2009 2010 Ed.D. Adult Education and 44 41 43 40 28 28 25 Human Resource Development

c. Retention and graduation rates: See chart below.

2 2004- 2005- 2006- 2007- 2008- 2009- 2010- Degrees Awarded 05 06 07 08 09 10 11 Ed.D. Adult Education and 4 4 3 4 4 3 9 Human Resource Development

d. Placement of graduates: Our graduates seek full and part-time faculty positions. We have students who have become faculty at Florida Atlantic University, Barry University, Miami Dade College, St. Thomas University, University of Louisville, and Universidad del Desarrollo (Chile). Other recent graduates are in the process of looking for faculty positions. Other graduates have been promoted from director of surgery to chief administrative officer at Jackson South, sergeant to major on the Ft. Lauderdale Police Force, or trainer to regional director of training at Sports Authority. Some of our graduates work in professional capacities in business and at such places as the Manatee County School Board in evaluation and Broward College in workforce development. e. Percentage of graduates proceeding to graduate or professional schools: N/A. f. Diversity profile of students: See chart below.

Diversity 2004- 2005- 2006- 2007- 2008- 2009- 2010- 05 06 07 08 09 10 11 Total # of 44 41 43 40 28 28 25 Students American Indian 0 0 0 0 0 0 0 Asian 4 5 5 5 4 3 4 Black 17 13 15 14 11 8 8 Hispanic 13 10 11 12 8 11 8 White 9 12 11 9 5 5 3 Multi-racial 0 0 0 0 0 0 0 Not Specified 1 1 1 0 0 1 2

University Core Curriculum delivered (if applicable). – N/A.

5. Student learning outcomes matrix (i.e., student learning outcomes stated in measurable terms; assessment methods [criteria and procedures for evaluation]; results of data summary and analysis; and, use of results for improving student learning) for the last two years (2008-09 and 2009-10). Use of results could include, for example, curriculum reform.

3 a. See Attached 2008-09 and 2009-10 Student Learning Outcomes Assessment Reports for assessment methods, criteria, and procedures for evaluation.

6. Program performance outcomes matrix (i.e., program outcomes stated in measurable terms; assessment criteria and procedures for evaluation; results of data summary and analysis; and, use of results for improving the program.) a. See Attached 2008-09 and 2009-10 Program Outcomes Assessment Reports for assessment methods, criteria, and procedures for evaluation.

Provide focused synthesis and analysis of the above segments.

- Improvements related to Student Learning Outcomes included the following:

o Faculty reviewed the data around graduation rates and length of time to completion, determining that students needed assistance from the time they entered the program to understand the doctoral process, the milestones (comprehensive exam, proposal, dissertation), the technical aspects such as guidelines from the Office of Graduate Studies and University Graduate School, and APA. Beginning in Fall 2009, ADE 7920: Colloquium has been revived and the curriculum has been revised.

o The faculty decided to create a soft cohort to help students form communities of learners. We required new doctoral students to take four classes in sequence. The classes were ADE 7920: Colloquium (set context for doctoral work), ADE 6674: Trends and Issues in Adult Education and Human Resource Development (develop a framework for research), ADE 6360: Adult Teaching Methods (foster an understanding of teaching in higher education classrooms), and ADE 6074: Writing for Publication (initiate a research agenda).

- Improvement related to Program Outcomes:

o Faculty have redesigned the Ed.D. program curriculum. We are including more writing and research courses and requiring fewer master’s level courses.

o Faculty have revised the admissions process so that all applicants are required to meet with each faculty member to discuss research interests. The applicants proceed to meet with individual faculty members before a

4 formal interview with all faculty present. Applicants are instructed to search Google Scholar for publications of each faculty member prior to the meeting.

o Faculty continue to publish in top-tier referenced journals; present at national, state, and local conferences; and engage candidates in conducting research, delivering presentations, and co-writing research articles and book chapters.

Contextual Program Information:

7. List recommendations from the last program review and actions taken in response to recommendations. a. A result of the 2003-04 Program Reviews, the COE identified a small number of areas in which programs could improve: a.i. Maintain previous levels of doctoral degree and graduate student credit hour production while strengthening the quality of the College’s programs and the rigor of the degrees awarded. Increase completion rates of doctoral students and shorten time to degree. Continue to implement plans to improve the climate and culture for graduate study, including setting and achieving goals for degree progress and completion of students. a.i.1. To increase doctoral degree and credit hour production, the Ed.D. program has implemented a strategic marketing plan to recruit students from South Florida. We are working to improve the rigor of the program through the soft cohort courses to create a community of learners, immediately. We are in the process of redesigning our doctoral program curriculum to increase the focus on writing and research to shorten the time to degree completion. The proposal is currently moving through the College’s process. a.ii. To increase levels of research funding and scholarly productivity of the faculty. a.ii.1. A new addition to the faculty, Dr. Marc Weinstein, was purposely hired because of his past grant activity. As of 2010, he has already secured two small grants totaling about $100,000. The faculty’s publications in peer reviewed journals have increased from three in 2003 to 14 in 2009. We

5 also published many book chapters, books, and competitive, peer-reviewed papers in proceedings. a.iii. To continue building linkages with other university research programs such as CHEPREO and establish more linkages with other colleges, schools, centers, and institutes. a.iii.1. The adult education and human resource development program has a continuing relationship with the Center for Labor Studies of FIU’s College of Arts and Sciences.

8. Summarize results/recommendations of any specialized accreditation, including date of review. a. A site visit was conducted by the National Council for Accreditation of Teacher Education (NCATE) on October 24-28, 2009, to evaluate the COE and its teacher education programs for accreditation reaffirmation. At its April 18-21, 2010 meeting in Portland, Oregon, the NCATE Unit Accreditation Board (UAB) considered the COE application and the NCATE Board of Examiners’ (BOE) report of its findings. The UAB made a decision to continue the accreditation of the COE at the initial and advanced teacher preparation levels. This accreditation decision indicates that the unit and its programs meet the rigorous standards set forth by the professional education community. The recent meeting of NCATE’s UAB culminates several years of preparation and deliberation on the part of both the College and NCATE. Beginning with the institutional self-study and ending with the deliberations of the UAB, a great deal of thought and effort has gone into the accreditation process, and the College was examined carefully throughout each stage of this process. The College met all six standards set forth by NCATE: (1) Candidate Knowledge, Skills, and Professional Dispositions, (2) Assessment System and Unit Evaluation, (3) Field Experiences and Clinical Practice, (4) Diversity, (5) Faculty Qualifications, Performance, and Development, and (6) Unit Governance and Resources. No recommendations were cited by the UAB. The unit received only one area of improvement that needs to be addressed before the unit's next NCATE onsite visit in the Fall 2015. The area for improvement cited was under Standard 2: data for the assessment of dispositions were available for only one of the advanced teacher preparation programs and they should be available for all programs. The unit will be focusing on the assessment of professional dispositions for all programs at the initial and advanced teacher preparation level and will report its progress toward improvement of this area annually to NCATE.

6 9. Describe major changes in the Program as a result of changes in discipline, student demand, faculty feedback and labor dynamics. a. We removed ADE 5385: Adult Teaching and Learning and ADE 5081: Foundations of Adult Education and Human Resource Development. We created ADE 5386: Individual Learning and Adult Education and ADE 5387: Organizational Learning and Human Resource Development. These measures were taken to align our curriculum with competencies important to the field, such as fostering individual learning and organizational learning. We encouraged doctoral students to select two new courses: ADE 6074: Writing for Publications and ADE 6360: Adult Teaching Methods. We added ADE 6074: Writing for Publication to provide guidance to doctoral students on the writing and publishing process. The course ADE 6360: Adult Teaching Methods was added to provide students with background in teaching strategies, course development, and other issues related to teaching adults in non-corporate training settings, such as higher education. b. There have been changes in the faculty of the program. One faculty member resigned (2006) and one retired (2007). We hired one full-time faculty member (2007-present) and another faculty member (2007-2008; took a leave of absence in 2008-2009; 2009-present) with a split appointment with the Center for Labor Studies. The split appointment ended in August 2009.

10. Demonstrate the need for the Program and benefit to the University, region, State, and global community, as applicable. a. This is the only Ed.D. in Adult Education and Human Resource Development in the state of Florida. This degree is one of the few degrees in the country that focuses on these two related fields. As the demand for skilled adult educators and training and development professionals continues to grow, the market potential for the local community, state, and country is strong. Local community and workforce development efforts require skilled professionals who can lead such efforts through systematic analysis, program design and implementation, and evaluation. Our workforce needs to be developed if we hope to remain competitive and attract new business to South Florida.

Fiscal Analysis:

7 11. The Fiscal Analysis will be enacted through a process between the Office of Academic Budget and Personnel in the Division of Academic Affairs and the dean of the College of Education.

Research Productivity (as applicable):

12a. Grant Support: Please analyze tenured and tenured-earning faculty productivity in the last three years in terms of grant support, including the following: number of proposals funded; number of submitters; total funds requested; average per proposal; number of proposals funded; and, total amount funded. (Please provide the information by fiscal year.) You can also provide the analysis on non-tenured and non-tenured earning faculty. Analysis on clinical grants, as applicable, can be included.

Grants and Awards Number of Grants Per Total Amount Funded: Faculty Grants 2003-10 Year $459,800 2003 2 50,000 2004 1 30,000 2005 3 109,800 2006 1 50,000 2007 1 100,000 2008 2 120,000 2009 N/A N/A 2010 N/A N/A Total: 10

Total for 2003: $ 50,000

- State of Florida Project grant of $30,000 awarded, 2003-04, for the development and delivery of region-wide professional development seminars for career and technical education instructors and administrators.

8 - Rocco, T. S. Imagining the possibilities: Disability disclosure in adult education and training. W. K. Kellogg Foundation: Cyril O. Houle Scholars in Adult and Continuing Education, $40,000. Grant period: 2002-04.

Total for 2004: $30,000

- Project grant of $30,000 awarded, 2004-05, for the development and delivery of region-wide professional development seminars for career and technical education instructors and administrators.

Total for 2005: $109,800

- Project grant of $30,000 awarded, 2005-06, for the development and delivery of region-wide professional development seminars for career and technical education instructors and administrators. (Continuation)

- Alfred, M. V., & Normore, A., Co-PI’s. Professional development for comprehensive school reform: Lessons from the Miami-Dade County school improvement zone. FIU Dean’s Research Grant, November 2005 – July 2006, $4,800.

- Delpit, L., Wynne, J., Normore, A., Alfred, M. V., Stepick, A. et al., Co-PIs. Stakeholders’ agency in urban education reform (an evaluation of the Miami Dade County School Improvement Zone Initiative). Funding Agency: Miami Dade County School District Administration. December 2005, $75,000. (This was a comprehensive evaluation and research project involving seven researchers.)

Total for 2006 : $50,000

- Project grant of $50,000 awarded, 2006-07, for the development and delivery of region-wide professional development seminars for career and technical education instructors and administrators.

Total for 2007: $100,000

- Community Approaches to Intimate Partner Violence. NIH Grant NIH grant #1-RO1-NR008771-01A1 (8/1/04 – 5/31/08). Principal Investigator on this four-year, $400,000 subcontract to Johns Hopkins University. The scope of work on this grant included collaboration with the project’s principal investigator, Dr.

9 Nancy Glass, to develop and evaluate workplace interventions to provide support to women subject to intimate partner violence.

Total for 2008: $120,000

- Rocco, T. S., Reio, T. G., Lee, T. & Roig, G. Towards an integrated model for teaching and learning entrepreneurship. 2008 Kauffman Professor Award (FIU Eugenio Pino and Family Global Entrepreneurship Center), $20,000. Grant period: 2008–09.

- Prevention of Violence against Care Workers, Co-investigator, National Institute of Occupational Safety and Health, 2008-12.

- Diffusion of Ergonomic Interventions in the Construction Industry. NIOSH Grant #0H008307 (9/1/04 – 6/30/09). Principal Investigator on five-year, $500,000 grant with responsibility for research design, project implementation, and evaluation. This intervention adapts Everett Roger’s diffusion of innovation theory to develop an empirical approach to developing interventions that facilitate the adoption of safety innovations in the construction industry.

12b. Publications: Please provide the number of publications in peer reviewed journals and/or student-run publications produced in the last three years, including the number of papers per faculty. (Please provide the information by fiscal year.)

Publication Contribution Per Faculty Member by Fiscal Year Faculty 2003 2004 2005 2006 2007 2008 2009 2010 Total Rocco 4 2 2 2 4 8 8 6 36 Reio 0 0 0 0 2 4 6 2 14 Weinstein 0 0 0 0 3 1 0 3 7 Smith 0 0 0 1 1 0 0 0 2 Gallagher 1 0 1 0 1 0 0 0 3 Alfred 0 1 2 0 0 0 0 0 3 *Some publications were co-authored by multiple faculty members.

Publications for 2003

10 - Rocco, T. S. (2003). Qualitative research interviewing: Biographic narrative and semi- structured methods by Tom Wengraf. Human Resource Development Quarterly, 14(1), 117-122.

- Rocco, T. S. (2003, Invited). Forum: Shaping the future: Writing up the method on qualitative studies. Human Resource Development Quarterly, 14(3), 343-349. (EJ675831).

- Rocco, T. S., Bliss, L., Gallagher, S., & Perez-Prado, A. (Spring 2003). Taking the next step: Mixed methods research in organizational systems. Information Technology, Learning, and Performance Journal, 21(1), 19-30.

- Rocco, T., Stein, D., & Lee, C. (2003). An exploratory examination of the literature on age and HRD policy development. Human Resource Development Review, 2(2), 155- 180.

- Alfred, M. V. (2004). Anglophone Caribbean immigrant women: Learning and development within the context of transnational migration. Canadian Journal for the Study of Adult Education, 18(2), 1-26.

- Coello, H. M., Casanas, J. A., & Rocco, T. S. (2004, December 6). Understanding critical race theory: An analysis of cultural differences in healthcare education. RT Image, 17(49), 12-15.

- Rocco, T. S. (2004, April). Retirement: Reasons, processes, and results edited by Gary A. Adams, and Terry A. Beehr. Educational Gerontology, 30(4), 347-350.

- Alfred, M. V. (2005). Does Wisconsin works work? Perspectives of participating women and their employers. Journal of Family and Economic Issues, 26(3), 345-370.

- Alfred, M. V. (2005). Overlooked in academe: What do we know about immigrant students in adult and higher education? New Horizons in Adult and Continuing Education, 19(1), (Electronic Journal).

- Nackoney, C. K., Rajbansee, V., Rocco, T. S., & Gallagher, S. (2005). The power of critical theory by Stephen D. Brookfield. Adult Education Quarterly, 56(1), 66-68.

11 - Nackoney, C., & Rocco, T. S. (2005). Strategic HRD by Jim Grieves. Human Resource Development Quarterly, 16(2), 293-295.

- Plakhotnik, M., & Rocco, T. S. (2006). Handbook of interview research: Context and method edited by Jaber F. Gubrium & James A. Holstein. Human Resource Development Quarterly, 17(1), 125-129.

- Smith, D. H. (2006). Adult continuing education and human resource development: Present competitors, potential partners. New Horizons in Adult Education and Human Resource Development, 20(1), 12-20.

- Van Loo, J., & Rocco, T. S. (2006). Differentiating CPE from training: Reconsidering terms, boundaries, and economic factors. Human Resource Development Review, 5(2), 202-227.

- Gallagher, S. J., Rocco, T. S., & Landorf, H., (2007). A phenomenological study of spirituality and learning processes at work: Exploring the holistic theory of knowledge and learning. Human Resource Development Quarterly, 18(4), 457-480.

- Hess, J., & Weinstein, M. (2007). Innovations reduce injury: Equipment materials, and work practices are available to protect masons. Masonry Construction, 20(8), 22- 28.

- Landorf, H., Rocco, T., & Nevin, A. (2007). Creating permeable boundaries: Teaching & learning for social justice in a global society. In Reyes L. Quezada, & Paula Cordeiro (Eds.), Special Issue: Internationalizing Schools and Colleges of Education. Teacher Education Quarterly, 34(1), 41-56.

- Reio, T. G., Jr. (2007). Exploring the links between adult education and human resource development: Learning, risk-taking, and democratic discourse. New Horizons in Adult Education and Human Resource Development, 21(1/2), 5-12.

- Reio, T. G., Jr. (2007). Survey nonresponse bias in social science research [Perspectives on Research]. New Horizons in Adult Education and Human Resource Development, 21(1/2), 48-51.

12 - Rocco, T. S. (2006[2007]). Perspectives on people, teaching, practice and research [Editorial]. New Horizons in Adult Education and Human Resource Development 20(2), 2- 4.

- Rocco, T. S. (2006[2007]). Setting our course, making our future: From new horizons in adult education to new horizons in adult education and human resource development [Editorial]. New Horizons in Adult Education and Human Resource Development, 20(1), 3-4.

- Rocco, T. S., & Smith, D. H. (2006[2007]). The unique symbiosis between human resource development and adult education: Working towards an understanding [Editorial]. New Horizons in Adult Education and Human Resource Development, 20(3), 1-3.

- Standifird, S., & Weinstein, M. (2007). The transaction cost economics of market- based exchange: The impact of reputation and third party verification agencies. International Journal of the Economics of Business, 14(3), 409-431.

- Weinstein, M., Hecker, S., Hess, J., & Kincl, L. (2007). There is nothing so practical as a good theory: A roadmap to diffuse ergonomic innovations in the construction industry. International Journal of Occupational and Environmental Health, 13, 46-55.

- Bartlett, J. E., II, Bartlett, M. E., & Reio, T. G., Jr. [equal authorship] (2008). Analysis of nonresponse bias in survey research for business. The Delta Pi Epsilon Journal, L(1), 45-58.

- Cuming, R., Rocco, T. S., & McEachern, A. (2008). Improving compliance with OSHA guidelines: Implications for employers, trainers, and employees. AORN The Official Voice of Preoperative Nursing, 87(2), 347-360.

- Delgado, A., & Rocco, T. S. (2008). “But to impose, we must.” Two views on educational imposition [Editorial]. New Horizons in Adult Education and Human Resource Development, 22(2), 2-5.

- Fornes, S. L., Rocco, T. S., & Wollard, K. K. (2008). Workplace commitment: A conceptual model developed from integrative review of the research. Human Resource Development Review, 7, 339-357.

13 - Fornes, S. L., Rocco, T., & Rosenberg, H. (2008). Improving outcomes for workers with mental retardation. Human Resource Development Quarterly, 19(4), 373-395.

- Johnson, A., Winter, P. A., Reio, T. G., Jr., Thompson, H. L., & Petrosko, J. M. (2008). Managerial recruitment: The influence of personality and ideal candidate characteristics. Journal of Management Development, 27, 631-648.

- Landorf, H., Doscher, S., & Rocco, T. (2008). Education for sustainable human development: Towards a definition. Theory and Research in Education, 6(2), 221–236.

- Nissen, B., Angee, A., & Weinstein, M. (2008). Immigrant construction workers and health and safety: The South Florida experience. Labor Studies Journal, 33(1), 25- 33.

- Reio, T. G., Jr. (2008). Modeling curiosity [Editorial]. New Horizons in Adult Education and Human Resource Development, 22(3), 2-3.

- Reio, T. G., Jr. (2008). Some thoughts about new cross-disciplinary, international, and mixed-method research [Editorial]. New Horizons in Adult Education and Human Resource Development, 22(1), 2-3.

- Rocco, T. S. (2008). The aging workforce: Realities, myths, and implications for organizations by Jerry W. Hedge, Walter C. Borman, & Steven E. Lammlein. Educational Gerontology, 34(2), 163-164.

- Rocco, T. S., & Wollard, K. K. (2007[2008]). What a trip: Working and studying with Dr. Douglas H. Smith [Editorial]. New Horizons in Adult Education and Human Resource Development, 21(3/4), 3-4.

- Thijssen, J., Van der Heijden, B., Rocco, T. S. (2008). Towards the employability- link model: Current employment transition to future employment perspectives. Human Resource Development Review, 7, 165-183.

- Collins, M. H., Hair Jr., J. F., & Rocco, T. S. (2009).The older worker-younger supervisor dyad: A test of the reverse Pygmalion effect. Human Resource Development Quarterly, 20(1), 21-41.

14 - Kormanik, M. B., & Rocco, T. S. (2009). Internal versus external control of reinforcement: A review of the locus of control construct. Human Resource Development Review, 8(4), 463-483.

- Nolan, R., & Rocco, T. S. (2009). Teaching Graduate students in the social sciences writing for publication. International Journal of Teaching and Learning in Higher Education, 20(2), 267-273.

- Pane, D., & Rocco, T. S. (2009). Critical microethnography: The search for emancipatory methods [101 paragraphs]. Forum: Qualitative Social Research, 10(2). Art. 12. Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0902129.

- Reio, T. G., Jr. (2009). Contributing to the emergent research method conversation. [Invited Editorial]. Human Resource Development Quarterly, 20, 143-145.

- Reio, T. G., Jr. (2009). Coworker relationships, acculturation, and socialization- related job knowledge. Workforce Education Forum, 34(2), 1-16.

- Reio, T. G., Jr. (2009). Where does the curiosity go? [Editorial]. New Horizons in Adult Education and Human Resource Development, 23(2), 3-5.

- Reio, T. G., Jr., & Ghosh, R. (2009). Antecedents and outcomes of workplace incivility: Implications for research and practice. Human Resource Development Quarterly, 20, 237-264.

- Reio, T. G., Jr., Marcus, R. F., & Sanders-Reio, J. (2009). The contribution of student and instructor relationships and attachment style to school completion. The Journal of Genetic Psychology, 170, 53-72.

- Rendek, T., Reio, T. G., Jr., & Dunham, M. (2009). The effects of a multimedia- based intervention on the aggressive and prosocial behaviors of students with disabilities. Kentucky Counseling Association Journal, 28, 57-67.

-Rocco, T. S., & Plakhotnik, M. S. (2009). [Editorial]. A view to our past and future: The development of professional organizations. New Horizons in Adult Education and Human Resource Development, 23(1), 3-5.

-Rocco, T. S., & Plakhotnik, M. S. (2009). Instructor’s corner: Literature reviews, conceptual frameworks, and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120-130.

15 -Rocco, T. S., Landorf, H., & Delgado, A. (2009). Framing the issue/framing the question: Inquiry, inclusion, advocacy, or hostility? In T. S. Rocco, J. Gedro, and M. Kormanik (Eds.), Sexual minority issues in HRD: Raising awareness. Advances in Developing Human Resources, 11(1), 7-23.

-Van Loo, J., & Rocco, T. S. (2009). Sexual minorities, earnings, and career development: Insights from economics. In T. S. Rocco, J. Gedro, and M. Kormanik (Eds.), Sexual minority issues in HRD: Raising awareness. Advances in Developing Human Resources, 11(1), 82-94.

-Bowman, L., Rocco, T. S., & Peterson, E. (2010). The exclusion of race from mandated continuing legal education – A critical race theory analysis. The Seattle Journal for Social Justice, 8(1), 229-251.

-Ferguson, K., & Reio, T. G., Jr. (2010). Human resource management systems and firm performance. Journal of Management Development, 29, 471-494.

-Guo, S., Schugurensky, D., Hall, B., Rocco, T., & Fenwick, T. (2010). [Invited Panel] Connected understanding: Internationalization of adult education in Canada and beyond. Canadian Journal for the Study of Adult Education, 23(1), 73-90.

-Hess, J., Weinstein, M., & Welch, L. (June, 2010). Ergonomic solutions in masonry: Regional differences, benefits and barriers. Journal of Occupational and Environmental Hygiene, 7(6), x-x.

-Pissaris, S., Weinstein, M., & Stephan, J. (August, 2010). The past is present: Historical precedent and CEO succession. Journal of Managerial Research, 10(2), 71-86.

-Reio, T. G., Jr. (2010). The ongoing quest for theory-building research methods articles [Editorial]. Human Resource Development Review, 9, 223-225.

-Rocco, T. S. (2010). [Editorial]. Criteria for evaluating qualitative studies. Human Resource Development International, 13(4), 375-378.

-Rocco, T. S. (2010, January-December). The invisible people: Disability, diversity and issues of power in adult education. International Journal of Disability Studies, 4(1 & 2), 144-153.

16 -Rudasill, K. M., Reio, T. G., Jr., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389- 412.

-Weinstein, M., & Standifird, S. (2010). The advent of the Internet and the on-line book trade: The role of managerial cognition and the liability of experience. Academy of Strategic Management Journal, 9(1), 15-40.

12c. Research Ranking: Please provide any ranking or notation obtained during the last three years (as applicable). a. N/A.

Partnerships/Entrepreneurial Activities (as applicable):

13. Please analyze results of foundation and auxiliary entrepreneurial activities (e.g., community engagement, conferences and workshops, technical assistance, sponsorships/donor support, etc.) during the last three years, detailing activities and amounts obtained (where appropriate) by fiscal year.

2003: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Cutting Edge Award Committee, AHRD, Co-Chair - Smith, Director, Educational Technology

2004: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Smith, Director, Educational Technology

2005: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development

17 - Rocco, Human Resource Development International Journal, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Smith, Director, Educational Technology - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development - Alfred, Co-Editor, Adult Learning - Alfred, Book Review Co-editor, Adult Education Quarterly - Alfred, Co-Editor, New Horizons in Adult Education and Human Resource Development

2006: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development - Rocco, FIU University Senator - Rocco, Human Resource Development International Journal, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Smith, Director, Educational Technology - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development

2007: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development - Rocco, FIU University Senator - Rocco, Human Resource Development International Journal, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Reio, Co-Editor, New Horizons in Adult Education and Human Resource Development - Reio, Executive Editor (Books), Journal of Genetic Psychology - Reio, Advances in Developing Human Resources, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, International Journal of Self-Directed Learning, Editorial Board - Reio, Journal of Experimental Education, Editorial Board

18 - Reio, Journal of Genetic Psychology, Editorial Board - Smith, Director, Educational Technology - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development - Smith, President-Elect, American Association of Adult and Continuing Education

2008: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development - Rocco, Center for Excellence in Writing Advisory Board, FIU - Rocco, American Society for Training and Development, Certification Institute Board of Directors - Rocco, FIU University Senator - Rocco, Adult Education Quarterly Journal, Editorial Board - Rocco, Human Resource Development International Journal, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Reio, Co-Editor, New Horizons in Adult Education and Human Resource Development - Reio, Editor, Human Resource Development Review - Reio, Executive Editor (Books), Journal of Genetic Psychology - Reio, Quantitative Methods Editor, Human Resource Development Quarterly - Reio, Advances in Developing Human Resources, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, Educational Psychology Review, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, International Journal of Self-Directed Learning, Editorial Board - Reio, Journal of Experimental Education, Editorial Board - Reio, Journal of Genetic Psychology, Editorial Board - Reio, FIU University Senator - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development - Smith, President, American Association of Adult and Continuing Education

2009: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor

19 - Rocco, Qualitative Methods Editor, Human Resource Development Quarterly - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development - Rocco, Center for Excellence in Writing Advisory Board, FIU - Rocco, American Society for Training and Development, Certification Institute Board of Directors - Rocco, Adult Education Quarterly Journal, Editorial Board - Rocco, Human Resource Development International Journal, Editorial Board - Rocco, International Journal of Mixed Methods in Applied Business and Policy Research, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Reio, Co-Editor, New Horizons in Adult Education and Human Resource Development - Reio, Editor, Human Resource Development Review - Reio, Executive Editor (Books), Journal of Genetic Psychology - Reio, Advances in Developing Human Resources, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, International Journal of Self-Directed Learning, Editorial Board - Reio, Journal of Experimental Education, Editorial Board - Reio, Journal of Genetic Psychology, Editorial Board - Weinstein, Co-Editor, New Horizons in Adult Education and Human Resource Development - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development

2010: - Rocco, COE-GSN Research Conference Steering Committee, Chair - Rocco, Graduate Student Network, Advisor - Rocco, Co-Editor, New Horizons in Adult Education and Human Resource Development - Rocco Assistant Editor, Human Resource Development Quarterly - Rocco, Qualitative Methods Editor, Human Resource Development International Journal - Rocco, Faculty Assembly Chair - Rocco, Center for Excellence in Writing Advisory Board, FIU - Rocco, American Society for Training and Development, Certification Institute Board of Directors - Rocco, Adult Education Quarterly Journal, Editorial Board - Rocco, Human Resource Development International Journal, Editorial Board

20 - Rocco, International Journal of Mixed Methods in Applied Business and Policy Research, Editorial Board - Rocco, Journal of Mixed Methods Research, Founding Board Member - Rocco, Journal of European and Industrial Training Editorial Board - Reio, Co-Editor, New Horizons in Adult Education and Human Resource Development - Reio, Editor, Human Resource Development Review - Reio, Executive Editor (Books), Journal of Genetic Psychology - Reio, Contemporary Educational Psychology, Editorial Board - Reio, Contemporary Educational Psychology, Editorial Board - Reio, International Journal of Self-Directed Learning, Editorial Board - Reio, Journal of Experimental Education, Editorial Board - Reio, Journal of Genetic Psychology, Editorial Board - Weinstein, Co-Editor, New Horizons in Adult Education and Human Resource Development - Smith, Co-Editor, New Horizons in Adult Education and Human Resource Development

Part III: Strategic Planning and Improvement Action Plan

14. Develop a programmatic Strengths, Weaknesses, Opportunities and Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s strengths, weaknesses, opportunities, and challenges. The SWOC includes normally an assessment of the internal environment (strengths and weaknesses) and an assessment of the external environment (opportunities and challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to understand the culture, facilitate decision-making, and may be used to assess opportunities and identify factors leading to an organization’s critical success.

Strengths

- Program offered on two campuses in the evening and on Saturdays (beneficial to external community)

- Open house offered each term (beneficial to students and external community)

- Doctoral graduates

21 - Mix and mingles provide social interaction for students each term

- Students have opportunities for writing, publication, and presentations in national forums

- Faculty members are accessible and responsive

- Faculty members are respected scholars in the fields of human resource development, adult education, and labor education

- Quality education at reasonable cost from an NCATE-accredited institution

- Diverse population of committed and motivated faculty and students

- Multicultural research activities committed to issues of social justice

- Access to several diverse communities

- Strong commitment to COE sustainability and to student success

- Commitment to outreach for international collaborations

- Established partnerships with local educational agencies, institutions of higher education, and local community based organization

- Assessment of student learning and program outcomes for continuous improvement of the program and learning outcomes

Weaknesses

- No accrediting body

- Difficulties in recruiting nationally due to high cost of living in Miami and small number of graduate assistantships awarded

- Limited student accessibility to support service after hours

- Limited promotion of research efforts

22 - Lack of branding of the COE

- Inadequate resources due to financial and budget constraints

- Not sufficiently engaged in alternative delivery modes

- Inconsistent leadership within administration

- Limited leadership advocacy for the College due to turnover of deans in recent years

Opportunities

- Enrollment growth

- Further curriculum revision to improve the program and align it with current trends in the field

- Increase engagement opportunities with community agencies

- Increase doctoral graduates

Challenges

- Ph.D. offered by private (e.g., Nova Southeastern) and online (e.g., University of Phoenix) universities competes with Ed.D.–scholar and scholar practitioner focused

15. Refer to issues still identified as challenges and/or opportunities and prepare a plan to suggest solutions and pathways towards furthering student learning and programmatic improvements. Include a timetable and denote process for developing consensus on the Improvement Action Plan. Within the Improvement Action Plan, please incorporate a plan to measure progress/indicators of success.

Place the formulation of the Improvement Action Plan within the context of your unit’s ongoing strategic planning.

Part IV: Recommendations of Provost

The Provost will provide written recommendations to the units regarding the future direction of the academic program based on the findings of the complete Program Review, including the self-study, external consultant’s feedback and Improvement Action Plan.