Centrality and Alignment

COVER PAGE

Name of the Program: Doctorate in Education (PhD) – ETEC Specialization

How long has the program existed: 1 year (official in Spring 2008)

The program would fall under which of the following Vice Chancellor’s offices? ___X__ Academic Affairs ______Student Services ______Organized Research ______Administration, Finance and Operations

How does the program fit into the larger administrative unit? (Describe in two or three sentences.)

The PhD in Education is a college-wide program in the College of Education (COE). The ETEC specialization is the part of the program contained within the ETEC department. This includes determining admissions, advising, program development, and course offerings required by the specialization. Some of the doctoral courses also serve students from other specializations.

Briefly describe the program (no more than half a page):

The PhD in Education – ETEC specialization began officially in Spring 2008, being one of the most recent specializations within the larger COE college-wide doctoral program. Within the first year, ETEC has admitted 21 doctoral students, ten in fall/spring 2008 and eleven in fall 2008, reflecting pent-up demand. Typically students will only be admitted once per year for a fall start but a special process was used for the first class. Students are admitted as a cohort and take classes in their first year together as an orientation to the discipline and doctoral studies, with an emphasis on developing an individual scholarly and research agenda. Students are expected to develop a peer-reviewed conference paper in their first semester and work in a research group on a publishable project in their second.

The program is 52 hours, including the 4-course college inquiry (research) core, a minimum 3-course ETEC seminar requirement, 5-course ETEC specialization requirement, 4-course cognate, 1 field course in college teaching or research, and minimum 1 credit of dissertation (EDUC 800). Cognate classes are all taken outside the department, and at present students take two of the four inquiry classes outside the department. All other classes are offered by the ETEC department. Seminar classes are limited to the doctoral students in the specialization, while the remaining courses are requirements or electives available to all graduate students and are shared by the ETEC Master’s program.

The faculty of the ETEC department include 9 tenure/tenure track faculty who are graduate faculty at the Master’s level (two are non-teaching specialists). Three faculty are currently full GFE at the doctoral level, with two additional at associate level and one in process. Additional faculty in the COE specialization are associated faculty from other COE departments who will serve as chairs for specific topic areas in which they are experts. One faculty member serves as the specialization coordinator and interim advisor for all entering students with no additional compensation or release time for this work. Students are a mix of full and part-time, with the first cohorts representing a higher diversity index than is average for UHM and is particularly strong in terms of Native Hawaiian/Pacific Islander and Hispanic representation. Centrality and Alignment

Vision/WASC

Alignment Can demonstrate a direct link to advancing the UHM Innovation & change, 4 vision (Hawaiian place of learning, Asia-Pacific diversity specifically scholarship, focus on the natural environment) mentioned in vision Limited evidence of a link to strengthening the 2 institution as a global research leader Too new to rate Can demonstrate a direct link to advancing an area Community (cohort), 4 of strength identified in the WASC institutional advising (built into program) proposal Land-Sea-Space Grant Has no connection to areas typically expected in a no relation to land/sea/space 1 land-sea-space grant institution focus Statute or Regulation Federal higher ed act Has some connection to meeting statutory or 2 emphasis on technology in government regulations teacher education State Needs Has outstanding success at addressing needs High tech development, 4 identified as high priority in the state (e.g. nursing, teacher education STEM education)

Technology as a key indicator in university and state, future workforce, 21st century skills in K-12 schools, leadership development, needed research to understand and expand in these areas Quality/Integrity

Student Experience Offers extensive opportunities for student By original program design, noted in exposure to project-based learning, service 4 student evals, already doing research in learning, international experiences or peer-reviewed venues research. Conscientiously and routinely collects data Data regularly collected and reviewed, to evaluate the quality of the student 4 also meet with students to discuss and experience and uses it for program revise improvement Student evaluations of instruction using Common to department, highly rated 4 CAFÉ or a common departmental and award winning assessment show high ratings Retention/Graduation new program, no graduates expected by N/A [graduation/completion] this date Graduation and retention rates for Native 100% retention to date, excellent 4 Hawaiian and indigenous students are high diversity Accreditation/Assessment Has established and implemented a set of learning goals and accountability metrics and both as part of college-wide program 4 has used the process to make program and internally improvements Is eligible for accreditation by its too new, will be accredited as part of 1 disciplinary accrediting body but not college-wide NCATE process accredited Quality Facilities Facilities and equipment needed by the part of COE tech investment and grant 4 program are in excellent condition program Faculty Achievement In process of improving as part of new Publications, works or performances are doc program goals but all faculty have 3 similar (quality and quantity) to those of excellent reviews and tenured/promoted faculty in comparable units upon application Faculty members of the program have been 3 Improving as new program awarded some external academic recognition All faculty are active participants in 4 Active participants including leadership appropriate professional organizations Collaborative/Collegial Environment All faculty participate effectively in Known college-wide for collegial and 4 department activities activist department Most faculty participate in governance 3 activities at the college or university level Critical Mass

Faculty/Staff Adequacy The number of permanent faculty is Able to meet program needs, 3 adequate to deliver programs and required to begin program conduct ongoing business Non-faculty staff expertise and support Support from College TDP and 3 is adequate to meet the needs of the federal grant funding program Demand/Enrollment Designed on models of other 3 Similar in size to peer programs programs including size The number of program Data only for two years as program 4 majors/participants has been increasing too new, demand has been high in the last five years Has been highly successful in 5% in two years, very uncommon at 4 increasing participation of Native doc level Hawaiian students Curriculum Adequacy Required and elective courses are Advanced electives too limited in 3 usually scheduled, but some needs first year but expected to grow as remain. program increases in size External Demand

Market Demand Graduates are likely to find employment in No data, no graduates to date but 2 their field of study or a related field jobs are plentiful in the field Current trends indicate that demand for Multiple faculty positions, 4 graduates of this program will remain strong Master’s students already well for the next 3-5 years placed and in demand Needs /Trends Within the past 3 years, some program faculty Should increase with new have been consulted by mass media, research resulting from PhD 2 government, or other influential sources to program, already some from provide expert opinions. DOE on distance education Published reports from within the state Hot area for 21st century skills in 3 have called for additional scholarship in areas schools of program focus Has outstanding success meeting a key need of 4 High tech development the state or nation Partnerships Nearly all program faculty have active Both nationally and 4 collaborations with colleagues at other internationally universities Is engaged in some partnerships with key Grant history, DOE 3 external stakeholder groups and is sometimes collaborations a sought after partners Weak partnerships with Native Hawaiian Area identified for improvement, 2 communities or organizations that extensively research ongoing to determine serve Native Hawaiians best approaches Program faculty have a high level of Within COE and in other areas 4 collaboration and/or interdisciplinary activity (particularly CIS/LIS) with faculty within other units Internal Demand

Reliance of Others Limited data given new program, not yet Demand for the program’s courses is 4 widely known or promoted but excellent growing already via word of mouth Some courses offered by this program Electives common cognates for other PhD 3 are required or used by some other disciplines, research courses for COE & program areas routinely CIS General Education N/A Grad program only N/A Grad program only Core Services Facilities maintained by this program Grant funded services, student tech skills 3 are used by some other program areas critical for whole COE Collections or resources (journals, specimens, costumes, samples, etc.) 3 Grant developed online resources maintained by this program are used routinely by others Costs/Revenue Generation (Productivity)

Operating Expenses 4 Has favorable operating expense when compared with See expenditures report for Manoa (Maps) similar units at UHM Credit Hours 3 An average number of SSH are generated relative to No data but appear average SSH similarly sized programs at UHM 4 The cost per credit hour is lower when compared to similar No special costs to students for this programs at UHM program Overall Efficiency 4 Has outstanding success at delivering programs at a cost See expenditure report for Manoa (Maps) below those reported for similar UHM units Revenue Generation 4 Generates more revenue than allocated state funds. No unusual costs, more than covers faculty salaries through tuition 4 Outstanding success at receiving extramural funding Dept. has consistent funding through large federal grants Productivity 3 Program has produced high quality scholarly products in Expect growth in student products, faculty appropriate numbers have regularly received excellent reviews and promotions 3 Program has demonstrated some ability to reach a Excellent rapport with practitioners and significant public audience regular work at practitioner conferences, workshops and publications. Specialized Niche/Competitive Advantage

Uniqueness 4 This is the only program of its kind in the state, Even with no marketing, growth solely by with growing demand from students word-of-mouth 3 Has a moderate record in meeting the needs of Will increase as program goes state-wide Hawai‘i and its indigenous people in 2010 Reputation/Ranking 3 Program has received some national or Only data to date is word-of-mouth as we international recognition are being recommended by faculty elsewhere despite being new N/A Program is not ranked, no formal rankings for this field Competitive Advantage 3 Research/Scholarship is at or near levels of Evidence in grant success as no national similar programs at nationally recognized process for recognition institutions Are there additional factors or considerations about this program that you believe should be considered in the prioritization process?

Educational (or instructional) technology is an important area for all educational levels in terms of examining the impacts of technology on teaching and learning as well as experimenting with emerging technologies and providing leadership for innovative instructional methods and strategies. ETEC has led the way in online distance learning in Hawaii, impacting faculty not only at UHM but all UH system campuses. We have placed our previous Master’s graduates in multiple institutions, including public and private K- 12, all UH campuses, and in health care, industry, non-profits, and the military. While faculty jobs in many disciplines are currently in scarce supply, in educational technology there have been continuous jobs (both faculty and administrative) listed in The Chronicle of Higher Education. We have heard from colleagues at other institutions that some jobs remain unfilled for lack of qualified candidates. Our field continues to grow even if a bit slower in the current economy, a positive sign for the future.

As a doctoral program only in our second year, we have little hard data to compare with other programs at UHM or externally although we have high ratings in those categories on the rubric where we have preliminary findings. With an average of slightly over 4 years to graduation in other COE doctoral specializations, our first students are not likely to finish for at least two more years. We expect excellent demand for our graduates, having had success to date in placing students in other Education specializations who chose to pursue our pre-existing doctoral cognate area. Further, through expansion via distance learning in the future, we will be one of the few programs available state-wide to support Native Hawaiian doctoral students throughout the state.

Doctoral programs exist in this field at only a limited number of research intensive universities in the U.S. and we believe that it is a key strategic move for the state and UHM to have entered this important arena. In particular, with the many national reports calling for education reform and the need to build a future technologically-literate workforce, educational technology is a key program for meeting these challenges. While not as well known as more traditional academic disciplines, the program not only meets goals for technology in the UHM plans but the governor’s call for high technology businesses and skills to expand the state’s future economy. We expect to produce the needed leaders and researchers of the future both for the state and beyond, with a goal for expanding our global connections. Our students play key roles in the state’s schools, colleges, and business.

While the program is new, it is already getting outstanding graduates from Master’s programs throughout the U.S based on the existing excellent reputation of the department with faculty at other institutions. We have no formal marketing system, but have not lacked for exceptional applicants from within the state, Asia/Pacific areas, and the U.S. We already have one of the most diverse student populations for a doctoral specialization in the COE, and are working to actively maintain this standing. We have an active program of grant funding and mentoring students in research that will be a key to increased productivity and recognition of our scholarly community, making us a unique instructional program in the COE. We expect to be one of the top twenty doctoral programs in educational technology within five years despite being new because we are able to build on the excellent reputation we have already in our academic field

We have been able to build our program with limited resources, and expect to continue this process without significant new costs. We are convinced that continued investment in the ETEC doctoral specialization will have long-term positive impacts with high efficiency. For example, although we have no funded GA positions in the department except through grant funding, our technologically talented students hold GA positions throughout UHM which require specialized knowledge and skills. None of our students seeking positions have gone unfunded because of high needs in other departments. In a time of tight budgets, we are not requesting expansion of resources but will argue that maintaining this PhD specialization and allowing its projected growth will have multiple benefits for UHM and beyond.