Coastal Carolina University, Interdisciplinary Ph.D., Education

CAAL 05/24/2018 Agenda Item 1g New Program Proposal Interdisciplinary Doctorate of Philosophy in Education with Specializations in Educational Leadership; Higher Education Administration; and Curriculum, Instruction, and Assessment Coastal Carolina University

Executive Summary

Coastal Carolina University (CCU) requests approval to offer a program leading to an Interdisciplinary Doctor of Philosophy (Ph.D.) in Education to be implemented in Spring 2019. The proposed program would offer three specializations including Educational Leadership; Higher Education Administration; and Curriculum, Instruction, and Assessment. The proposed program is to be offered through traditional instruction and distance education. The chart below outlines the stages of approval for the proposed program. The Advisory Committee on Academic Programs (ACAP) voted unanimously to recommend approval of the proposal. The full program proposal and support documents are attached.

Stages of Date Comments Consideration Program Proposal 2/1/18 Not Applicable Received ACAP Consideration 03/29/18 Coastal Carolina University (CCU) representatives introduced the program as a doctorate that was in high regional demand as affirmed by school district superintendents from Horry and Georgetown Counties. The program offers two K-12-focused tracks: Educational Leadership and Curriculum, Instruction, and Assessment, as well as a Higher Education Administration track. CCU representatives shared survey results showing over 300 of 491 respondents from local school districts would favor a Ph.D. District superintendents from the region spoke on the value of having a challenging Doctor of Philosophy (Ph.D.) with online components offered from a local institution. ACAP representatives and CHE staff inquired about the choice of a Ph.D. over an Ed.D. for a program that linked theory and practice. CCU representatives and the superintendents stressed the value of analysis and research required for the Ph.D. to better serve K-12 educational practice and to preserve options for teaching on the college level. An ACAP member supported this concept by stating that locally trained Ph.D.’s increase their potential professor applicant pool.

CHE staff inquired about faculty required for the program. CCU representatives stated that they have a strong masters program and the faculty in those programs can meet most needs. As the program grows, CCU is asking for a limited number of new positions. CHE staff also inquired about the applicant pool given the recent partnership with Clemson for the Ed.D. CCU representatives stated there was more than enough demand to sustain the enrollment in the consortium program as well as the Ph.D.

Coastal Carolina University, Interdisciplinary PhD, Education, CAAL, 05/24/2018 – Page 1 CAAL 05/24/2018 Agenda Item 1g Stages of Date Comments Consideration

Following the discussion, ACAP members voted to recommend the program proposal. Comments, questions, 4/4/18 Staff requested revisions to address the following questions as and suggestions from discussed at ACAP or transmitted afterward: CHE staff sent to the • Clarify the differences between the Ed.D. in Education institution Systems Improvement Science recently approved for Clemson in partnership with CCU? • Clarify the choice of a Ph.D. over an Ed.D. as discussed in ACAP. Provide a reference (i.e. Carnegie or another source) for the proposed program compared to the Clemson Ed.D. with which CCU is a partner. • The higher education track seems very similar to the educational leadership track. How would this track uniquely prepare individuals to work in higher education? • Clarify how the program objectives serve this specific Ph.D. as opposed to any advanced degree program. • Expand on information provided in the proposal about vacancies or needs which individuals with this degree could meet. • What are your estimates for initial enrollment in each track? • Compare this degree to similar programs based on content and employment opportunities. • Clarify all faculty needs (new and replacement) for this proposal. • What is the time to complete the program? Revised Program 04/17/18 The revised proposal addressed the requested revisions. Proposal Received

Recommendation The staff recommends the Committee on Academic Affairs and Licensing (CAAL) approve the Interdisciplinary Doctor of Philosophy of Education with specializations in Educational Leadership; Higher Education Administration; and Curriculum, Instruction, and Assessment to be implemented in Spring 2019.

Coastal Carolina University, Interdisciplinary PhD, Education, CAAL, 05/24/2018 – Page 2 CAAL 05/24/2018 Agenda Item 1g

Coastal Carolina University Student and Program Data

Graduate In-/Out-of-State Enrollment, Fall 2017 700 (91.50%) / 65 (8.50%) Number of Approved Programs in 10 Yrs. (FY 2007- 2017) 29 Number of Terminated Programs in 10 Yrs. (FY 2007- 2017) 5

Industry related Occupational Wages and Projections in South Carolina, 2014 – 2024*

2016 2014 2024 Total 2014-2024 2014-2024 Total Occupational Median Estimated Projected Employment Annual Avg. Percent Field¹ Income² Employment³ Employment Change Percent Change Change Education, Training, and Library $45,440 120,127 129,963 9,836 .79% 8.19%

¹ “Occupational Field” represents the closest related occupation category that includes the occupations aligned with the program proposal. ² SC Department of Employment & Workforce (DEW), Labor Market Information. (2018). Occupational Wage Rates for Multiple Occupations in South Carolina in 2014-2024 [Data file]. Retrieved from https://jobs.scworks.org/vosnet/lmi/default.aspx?pu=1 ³ SC Department of Employment & Workforce (DEW), Labor Market Information. (2018). Occupational Projections (Long-term) for Multiple Occupations in South Carolina in 2014-2024 [Data file]. Retrieved from https://jobs.scworks.org/vosnet/lmi/default.aspx?pu=1 * Data downloaded April 27, 2018

Coastal Carolina University, Interdisciplinary PhD, Education, CAAL, 05/24/2018 – Page 3 CAAL 05/24/2018 Agenda Item 1g

Name of Institution Coastal Carolina University

Name of Program (include concentrations, options, and tracks)

Interdisciplinary Ph.D. in Education

Specializations

Educational Leadership Higher Education Administration Curriculum, Instruction, and Assessment

Program Designation Associate’s Degree Master’s Degree Bachelor’s Degree: 4 Year Specialist Bachelor’s Degree: 5 Year X Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.)

Does the program qualify for supplemental Palmetto Fellows and LIFE Scholarship awards? Yes X No

Proposed Date of Implementation Spring 2019 CIP Code 13.9999

Delivery Site(s) Coastal Carolina University

Delivery Mode X Traditional/face-to-face* X Distance Education *select if less than 50% online 100% online Blended (more than 50% online) X Other distance education

Program Contact Information (name, title, telephone number, and email address)

Edward Jadallah, Ph.D. Dean, Spadoni College of Education Vice President Online Education and Teaching Excellence 843-349-2773 Office 843-798-1836 Cell [email protected]

Coastal Carolina University, Interdisciplinary PhD, Education, CAAL, 05/24/2018 – Page 1

Institutional Approvals and Dates of Approval

College of Education 1/23/18 Approved University Board of Trustees 2/15/18 Approved University Graduate Council 2/ 7 /18 Approved University Faculty Senate 3/14/18 Approved University Provost 3/15/18 Approved University President 3/15/18 Approved

Background Information

State the nature and purpose of the proposed program, including target audience and centrality to institutional mission. (1500 characters)

The Interdisciplinary Ph.D. in Education will involve students in developing the breadth and depth of understandings, skills, and dispositions that are relevant and meaningful for 21st century educators. The primary premise of this program is that educational knowledge is multifaceted and requires the ability to interrelate knowledge from varied disciplines. This program will address contemporary and future educational issues and continue to advance our understandings of teaching and learning. One of the primary goals of this program is to prepare educational researchers who can transcend the artificial barriers of relating theory to practice. Graduates of this program will have developed the essential research knowledge base to continue as scholars who are capable of generating new knowledge, as well as the ability to interpret and translate theoretical and research knowledge into valid practices through writing, teaching, and application.

This program will involve candidates in developing depth of experiential understandings in one of three specialization areas and breadth of experiential understandings through selected courses in cognate areas. Areas of specialization include educational leadership, higher education administration, and the integrated discipline of curriculum, instruction, and assessment. Cognates may include courses in literacy, special education, English for Speakers of Other Languages (ESOL), Certificate of Online Teaching and Training (COTT), and Equitable Education. Identified courses in both the specialization and cognate areas will be co- taught to interrelate key conceptual understandings. Students will also take a research and data analysis curriculum that focuses on varied ways of knowing, and have opportunity to select relevant core electives that address individual needs and interests.

The Interdisciplinary Ph.D. in Education is unique in its emphasis on using a co-teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instruction. This model allows for key concepts to be explored and understood from relevant varied perspectives, and promotes an interdisciplinary approach to problem solving versus a compartmentalized knowledge base. The identified areas of specialization and cognates are significant in that they represent important areas of study for the contemporary educator. Graduates from this program will have developed a broader more holistic frame of reference for addressing educational issues and advancing knowledge. The program will mainly provide career pathways for educators who are interested in continuous improvement and economic advancement in their current teaching positions, as well as the broader education and private enterprise. In addition, the program will improve career options to become school directors, curriculum coordinators, school administrators, directors of community-based educational centers, and teaching/research or administrative positions in university and college settings.

The outcomes of this program differ from the Ed.D. in Education Improvement Science recently approved through Clemson as a consortium partnership with Coastal Carolina University, The Citadel, and Winthrop University. The Ed.D. requires the applicant to have completed an Educational Specialist degree from the consortium partner institution as a requirement to admission into the program. Coastal Carolina University’s Ed.S. degree requires completion of 33 semester hours of graduate work including:

 EDAD 794: District-Level Internship I  EDAD 790: Seminar in Educational Leadership  EDAD 795: District-Level Internship II

These courses, along with a minimum of three (3) years of teaching experience and passing the Praxis II Exam (Educational Leadership: Administration and Supervision) is necessary to qualify for the superintendent licensure. These courses are not part of the required curriculum for the Education Leadership specialization in the Interdisciplinary Ph.D. in Education, but would be required for anyone who selects to pursue the Ed.D. The “feeder program” for our Consortium agreement is completion of the Educational Specialist degree as described above. The targeted audience for our Education Specialist degree are typically students who plan to pursue, or at least want the option, to be qualified to serve as a superintendent of a school district. As part of our Consortium agreement, through faculty advisement, these students would be advised of the Consortium Ed.D. option. Students who do not want to take the complete 33 credit hours of the Education Specialist degree, will only complete 21 credit hours that will be included as part of the core requirements for the Educational Leadership specialization in the Interdisciplinary Ph.D in Education. In addition, the Ph.D. requires a cognate area of 18 credit hours, and 12 credit hours of quantitative, qualitative, and mixed methods research. As stated earlier, this curriculum is unique in that it will be grounded in a co- teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instruction. This model allows for key concepts to be explored and understood from relevant varied perspectives, and promotes an interdisciplinary approach to problem solving versus a compartmentalized knowledge base. Also, candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in their specialization and cognate area that contributes to the findings and conclusions in an identified collaborative thesis.

These career advancement opportunities help address two very important issues affecting the education profession in our region, and throughout the state and nation. First, the current educator recruitment, retention, and attrition problem in our school districts has been strongly linked to career satisfaction (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). A career pathway that offers educators opportunities to continue their professional growth; options to assume varied educational and administrative positions that can affect change; and, an increased salary through career advancement are all primary factors that would positively affect career satisfaction. Second, educational research has documented the significance of particular localized contextual factors affecting specific educational issues (Smagorinsky & Barnes, 2014; Zygmunt-Fillwalk, Malaby, Clausen, 2010; Darling-Hammond & Bransford, 2005). The opportunity to apply educational theories and research directly to local situational contexts, and interact with colleagues and professors who have acquired knowledge of these contexts, allows learning to be directly applicable, experientially based, and applied proactively. The interdisciplinary focus of this degree will provide graduates with a frame of reference to make informed and reasoned multifaceted problem solving decisions that are relevant to issues within their particular educational context.

In the fall of 2014, the Harvard Graduate School of Education discontinued offering a Doctor of Education (Ed.D.) to conferring a Doctor of Philosophy (Ph.D.) in Education. The rationale for this decision was to strengthen ties with various academic departments through an integrated research and curricular emphasis. https://www.gse.harvard.edu/doctorate/edd 3

A review of the Harvard program provided a rationale for the Interdisciplinary Ph.D. in Education that would allow for a co-teaching model involving varied disciplines within and across colleges, and collaborative interdisciplinary research. Another source that served as a catalyst for the Interdisciplinary Ph.D. in Education was a text involving the rethinking of policies and practices of the education doctorate. It was through these readings where it became apparent that at times we create artificial barriers between educational theory, research, and practice (Latta. M.M., and S. Wunder, eds. 2012. Placing practitioner knowledge at the center of teacher education. Charlotte, NC: Information Age Publishing). The Interdisciplinary Ph.D. in Education, with a multifaceted research foundation, is designed to integrate educational theory, research, and practice in ways that are contextually relevant and meaningful.

The proposed doctorate in education is consistent with Coastal Carolina University’s mission, and as a Level V SACSCOC institution we may offer up to 3 doctoral degrees. Coastal Carolina University’s mission was revised in 2014 to advance the institution’s first doctoral program in marine science and to enable educational specialist degree programs to develop. The revised mission statement was approved by the Coastal Carolina University Board of Trustees on July 19, 2014, and by the South Carolina Commission on Higher Education on February 5, 2015. The following excerpts from our mission statement emphasize significant points relevant to this proposal:

Coastal Carolina embraces the teacher-scholar model, it places primary emphasis on high quality teaching and engaged learning, and it supports faculty research, creative activities, and expert collaboration in the community, state, nation and world. This focus enables faculty and staff to mentor students in collaborative research, creative opportunities, and internships.

As such, Coastal Carolina commits its resources to building undergraduate and graduate degree programs of national and/or regional significance in the arts and sciences, business, humanities, education (emphasis added), and health and human services.

As Coastal Carolina executes this mission, it recognizes its responsibility to be a role model to the community and to the professions by assuring fair and honest treatment of people with whom it interacts and sustainable stewardship of resources entrusted to it, adopting the highest standards of integrity and accountability, and in committing itself to excellence through continuous assessment and improvement.

List the program objectives. (2000 characters)

The Interdisciplinary Ph.D. in Education will involve students in developing the breadth and depth of understandings, skills, and dispositions through study in one of three specialization areas, research and data analysis core, and selection of cognate courses. The objectives of this program build upon the professional standards identified by the Specialized Professional Associations (SPAs) that guide our Master’s and Specialist’s programs including Educational Leadership Constituent Council (ELCC), Educational International Literacy Association’s Standards for Reading Professionals, the Council for Exceptional Children (CEC), and the professional International Society for Technology in Education (ISTE). The majority of students enrolling in the doctorate would have completed a graduate program guided by these professional association discipline standards. Identified courses in both the specialization and cognate areas will be co- taught to interrelate key conceptual understandings. Students will also take a research and data analysis curriculum that focuses on varied ways of knowing, and have opportunity to select relevant cognate and elective courses that address individual needs and interests. With this in mind, the following objectives serve to enable the continuous growth of a professional educator who understands the interrelated nature of knowledge and can conduct valid and reliable research relevant to specific context-based issues. Bulleted items 2-5 are specific program objectives that when fully implemented are unique to the content of the proposed Interdisciplinary Ph.D. in Education. These objectives include:

 Develop an advanced degree curricula that interrelates knowledge and skills from selected areas of specialization, complementary cognate courses, and proficiency in the areas of quantitative, qualitative, and mixed methods educational research.  Establish a seamless P-20 educational system that promotes continuous improvement, career satisfaction, and helps retain and recruit highly effective educators.  Facilitate interdisciplinary understandings through a co-teaching model that produces cross- disciplinary context-based solutions to contemporary educational issues.  Provide opportunities for doctoral candidates to participate in regional collaborative networks that involve school districts, universities, and community leaders in building partnerships to affect innovative change aimed at improving educational outcomes.  Institute advanced degree field-based experiences and internships that allow for systematic translation of theory to practice in specific areas of specialization, cognate emphasis, and the research core curriculum.  Demonstrate curricular understandings and proficiency of research skills through a comprehensive exam, professional presentations, scholarly writing, and the successful completion of a dissertation.

Assessment of Need

Provide an assessment of the need for the program for the institution, the state, the region, and beyond, if applicable. (1500 characters)

An open (unrestricted access) link for a doctoral studies interest survey was sent to administrators in school districts that partner with Coastal Carolina University: Dillon, Florence School Districts 1 ‐ 5, Georgetown, Horry and Marion. There were 491 respondents and 357 identified as strongly agree or agree to interest in a doctoral degree. The primary respondents are from Horry and Georgetown counties and given the very limited capacity to enroll doctoral candidates in each of the specialization areas, we will not be targeting students outside of our region. These administrators were asked to share the survey with the staff in their area. There were 491 respondents. It is very important to emphasize that the 357 interest survey respondents who stated agree or strongly agree to pursue a Ph.D. at Coastal Carolina University are currently educators employed in our regional partner school districts. As an educator, a primary reason for pursuing an advanced degree is to continue developing the pedagogical knowledge and skills that are relevant and meaningful for teaching and learning in today’s classrooms. The career path that facilitates such educational development typically begins with an undergraduate Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree, followed by the Master of Education (M.Ed.), Education Specialist (Ed.S.), and then the Doctorate in Education (Ph.D., or Ed.D.). It is at the doctorate level where individuals specifically develop their knowledge and abilities to generate the theories, research, and practices that contribute to an ongoing education knowledge base that address specific context-based issues within particular classrooms, schools, and districts. Such a career pathway offers educators opportunities to continue their professional growth, options to assume varied educational and administrative positions that can affect change, and an increased salary through career advancement. These are all primary factors that would positively affect career satisfaction. The majority of these educators’ intent in moving through this career pathway is to remain within a school district system as a teacher, director, or administrator and advance on a district’s salary scale.

Of the 357 respondents who answered Strongly Agree/Agree, 267 of them are current educators in the Horry and Georgetown County school districts. The Horry County 2017-18 salary scale identifies a $5,614.50 annual pay increase for teachers who currently have a master’s degree and obtain a doctorate by year eight of employment. Year eight was selected as the pay increase indicator to allow for acclimating first year teachers, followed by two to three years to obtain a master’s degree, and then three to four years to obtain the doctorate. Using a fourteen year trajectory, a teacher who earned a doctorate by year eight would earn $94,466.70 more than if one had continued with a master’s degree. Of the 357 respondents, 276 already had a master’s degree. 218 of the total 491 respondents indicated an interest in the Curriculum, Instruction, and Assessment specialization allowing for continuous improvement within existing teaching positions. Those who decide to pursue administrative positions, or a combination of teaching and administration, would have varied salary increases based on specific administrative assignments. According to the Fall 2016 Teacher/Administrator Supply and Demand Survey conducted by South Carolina’s Center for Educator Recruitment, Retention, and Advancement (CERRA), 435 new administrators were hired in South Carolina and 53 positions remained vacant. The Bureau of Labor Statistics (BLS) website cites a national growth rate of ten percent for chief executive officers of

6 organizations, such as school superintendents, for 2010-2020. The BLS also projects a growth rate of positions for elementary and secondary school administrators of 10% per year for the same time period (Bureau of Labor Statistics). This demand will become more acute as the occupants of senior leadership positions in educational systems continue to retire in large numbers (Terranova, Fale, Ike, Rogers, Cattaro, Fiore, & Zseller, 2009). In the area of higher education administration, South Carolina institutions currently employ 2,500 individuals in administrative positions. The BLS identifies a national 10% growth rate in higher education administration from 2016 through 2026. (data supported in the employment opportunities chart following this section).

More specific to the regional assessment need data from the survey distributed to our partner school districts:

• 486 that answered the question "Would you be interested in pursuing a Ph.D. in Education at Coastal Carolina University?" 357 answered agree or strongly agree. • By highest degree earned, the strongest interest (276 answering strongly agree or agree) came from those with a Master's degree. • By area, the strongest interest (267 answering strongly agree or agree) came from Horry and Georgetown County. • In designating areas of specialization interest, educational leadership 259, higher education administration 196, curriculum, instruction, and assessment 218 (numbers do not total 491 due to multiple response options). • When deciding to pursue a doctoral degree, which of the following would be your primary factors in selecting an institution?

 481 selected “proximity of the institution to your place of employment.”  206 selected “Hybrid model including online asynchronous, synchronous and face-to‐face.”  112 selected “Weekday afternoons at a facility near your place of employment (face‐to‐face).” Regarding specific specializations, 257 indicated interest in Educational Leadership, 156 Higher Education Administration, 172 Curriculum, Instruction & Assessment. (Numbers may not equal total respondents due to multiple responses)

Employment Opportunities Is specific employment/workforce data available to support the proposed program? X Yes No If yes, complete the table and the component that follows the table on page 4. If no, complete the single narrative response component on page 5 beginning with “Provide supporting evidence.”

As stated earlier, the career advancement opportunities enabled through this degree help establish a P-20 educational system that address the very important issues of career satisfaction and contextually relevant studies. Both of these issues have been clearly related to current educator retention, recruitment, and attrition problems facing our region, state, and nation. Such a career pathway offers educators opportunities to continue their professional growth, options to assume varied educational and administrative positions that can affect change, and an increased salary through career advancement. These are all primary factors that would positively affect career satisfaction. The majority of these educators’ intent in moving through this career pathway is to remain within a school district system as a teacher, director, or administrator and advance on a district’s salary scale.

State and National Employment National State Employment Occupation Employment Projection Data Source (Specializations) 2017-2019 2016-2026 11-9032 Education 8 percent Short Term Occupational Projections (2017-2019) State Data 3,920-3,980 http://www.projectionscentral.com/Projections/ShortTerm Administrators, growth Bureau of Labor Statistics, U.S. Department of Labor, Elementary and Secondary Occupational Outlook Handbook, Elementary, Middle, and High School School Principals, on the Internet at https://www.bls.gov/ooh/management/elementary-middle-and- high-school-principals.htm (visited December 25, 2017). 11-9033 - Higher 2,560-2,600 10 percent Short Term Occupational Projections (2017-2019) State Data http://www.projectionscentral.com/Projections/ShortTerm Education Administration growth Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Postsecondary Education Administrators, on the Internet at https://www.bls.gov/ooh/management/postsecondary-education- administrators.htm (visited December 05, 2017). 25-1081- Education 780-790 10 percent Short Term Occupational Projections (2017-2019) State Data http://www.projectionscentral.com/Projections/ShortTerm teachers, postsecondary growth Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training- and-library/postsecondary-teachers.htm (visited December 08, 2017).

Provide additional information regarding anticipated employment opportunities for graduates. (1000 characters)

It is very important to reiterate that the 357 interest survey respondents, who stated agree or strongly agree to pursue a Ph.D. at Coastal Carolina University, are currently educators who are employed in our regional partner school districts. The majority of these educators’ intent in moving through this career pathway is to remain within a school district system as a teacher, director, or administrator and advance on a district’s salary scale. Of the 357 respondents who answered Strongly Agree/Agree, 267 of them were current educators in the Horry and Georgetown County school districts. The Horry County 2017-18 salary scale identifies a $5,614.50 annual pay increase for teachers who currently have a master’s degree and obtain a doctorate by year eight of employment. The Georgetown County 2017-18 salary scale, at the same eight year salary grade, identifies an increase of $8,380.00. An educator at either school district would significantly increase their earnings throughout their career, having obtained the doctorate versus remaining at the bachelor or master’s levels. This premise would be valid at other school districts as well.

In addition to the economic advantages of an advanced degree pathway is the academic benefits of continuous improvement. As stated earlier, career satisfaction has been strongly correlated to educator retention and recruitment. An educator who is offered opportunities to develop as a career professional is more satisfied, motivated, and effective. These educators are then capable of contributing to classroom, school, and district improvements that affect K-12 student achievement. Hence, the seamless P-20 education process of a systematic, continuous improvement organizational structure. Process and effective organizational structures dictate effective and positive educational outcomes.

Individuals who obtain their doctorate will also have the option to pursue administrative positions within a school district, or teaching/administrative positions at universities and colleges. The data in the above charts indicate an average 10 percent growth in employment opportunities for each of the specialization areas. Postsecondary teachers (commonly referred to as professors or instructors) could work in universities, community colleges, and technical institutions of higher learning as professors, adjuncts, or lecturers. BLS data show there were nearly 1.9 million postsecondary teachers employed in 2016. Overall, these occupations are projected to have faster than average employment growth and more than half a million job openings—and over half of these openings are expected to come from the need to replace teachers who leave (Bureau of Labor Statistics).

Provide supporting evidence of anticipated employment opportunities for graduates, including a statement that clearly articulates what the program prepares graduates to do, any documented citations that suggests a correlation between this program and future employment, and other relevant information. Please cite specific resources, as appropriate. (3000 characters)

Note: Only complete this if the Employment Opportunities table and the section that follows the table on page 4 have not previously been completed. Completed Above. N/A.

With funds appropriated to the Center for Educator Recruitment, Retention, and Advancement (CERRA), in concert with the Commission on Higher Education, the Department of Education, and the Education Oversight Committee, CERRA conducted a study to identify and project the number of additional teachers needed annually in public school classrooms for grades K5 through 12, for school years beginning 2017 through 2027. These data indicate a projected need for teachers, directors, and varied education administrative positions.

Public School Enrollment Projections The total number of students likely to be enrolled in South Carolina public schools during the years 2016- 17 through 2027-28 was calculated by combining the estimates that were produced using current student enrollment data, current birth rates, and population projections. These student enrollment projections are shown, by grade and school year, in Table 1.

Table 1: Projection of Public School Enrollment by Grade, 2016-17 through 2027-28

School Year K5-5th Grades 6th-8th Grades 9th-12th Grades Total 2015-161 350,271 168,149 220,237 738,657 2016-17 350,510 169,588 219,421 739,519 2017-18 348,491 173,365 218,182 740,037 2018-19 343,227 179,500 217,928 740,655 2019-20 338,940 184,388 219,792 743,120 2020-21 336,331 186,777 223,656 746,765 2021-22 337,719 183,445 230,706 751,871 2022-23 340,620 178,757 236,250 755,627 2023-24 343,746 174,233 239,929 757,908 2024-25 347,240 172,120 238,567 757,927 2025-26 349,879 172,406 233,493 755,778 2026-27 352,615 174,287 228,894 755,796 2027-28 354,081 177,885 224,621 756,587 1Numbers for 2015-16 indicate actual student enrollment; numbers for all other years are projections based on cohort survival. In Horry County alone, five new schools were recently constructed in the 2016-2018 years.

Will the proposed program impact any existing degree programs and services at the institution (e.g., course offerings or enrollment)? X Yes No

If yes, explain. (500 characters)

The Spadoni College of Education currently offers the M.Ed. and Ed.S. in Educational Leadership, M.Ed. and Ed.S. in Instructional Technology, M.Ed. in Language, Literacy and Culture, M.Ed. in Special Education, and the opportunity to enroll with a non-degree status. As of fall 2017, there are a total of 477 graduate students enrolled in these programs, and approximately 90% of those students are currently teachers and/or administrators in our partnership school districts. The Interdisciplinary Ph.D. in Education would be primarily designed to build upon our existing graduate programs. Whereas the M.Ed. and Ed.S. curricula primarily advances students’ knowledge and skills regarding practices within a specific discipline of study, the interdisciplinary Ph.D. is designed to develop interrelated disciplinary understandings and enable students to conduct valid and reliable contextual research. This is consistent with the idea of a teacher/scholar model emphasized in our university mission in which educators are actively involved in generating knowledge that contributes to their specific educational settings and disciplines of study. This is also consistent with the program objective to “establish a seamless P-20 educational system that promotes continuous improvement,

10 career satisfaction, and helps retain and recruit highly effective educators.” It is anticipated that more educators will pursue their master’s degree knowing that there is a career pathway leading to the Ph.D. that focuses on continuous improvement, varied employment options, and increased earning opportunities.

The “feeder program” for our consortium agreement with the Clemson Ed.D. in Education Improvement Science is completion of the Educational Specialist degree. The targeted audience for our Education Specialist degree are typically students who plan to pursue, or at least want the option, to be qualified to serve as a superintendent of a school district. As part of our Consortium agreement, through faculty advisement, these students would be advised of the Consortium Ed.D. option. Students who do not want to take the complete 33 credit hours of the Education Specialist degree, will only complete 21 credit hours that will be included as part of the core requirements for the Educational Leadership specialization in the Interdisciplinary Ph.D in Education.

As stated earlier, within the P-20 concept, educators in our partnering school districts will have the opportunity to continue their professional development beyond the M.Ed. programs listed below:

List of Similar Programs in South Carolina

The Interdisciplinary Doctorate in Education is unique in its emphasis on using a co-teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instruction. This model allows for key concepts to be explored and understood from relevant varied perspectives, and promotes an interdisciplinary approach to problem solving versus a compartmentalized knowledge base. It also addresses a regional need and interest that will promote career satisfaction addressing retention and recruitment issues. Other programs in the state offer a discipline specific Ph.D. or Ed.D.

Program Name Institution Similarities Differences Ph.D. Educational Clemson The focus of the Educational The Interdisciplinary Ph.D. implements a co- Leadership, Higher University Leadership, Higher Education teaching instructional model with identified Education curriculum is similar to the courses in the specialization, cognate, and specializations offered in the research core. Interdisciplinary Ph.D.. Both programs have basic Ph.D. Candidates will be encouraged to conduct requirements including a collaborative interdisciplinary dissertation research core in quantitative research as participants of a learning and qualitative methodologies, community focusing on a local or regional a written comprehensive contemporary educational issue. exam, and a written dissertation. This program is the terminal degree that builds on the M.Ed. and Ed.S. degrees offered at Coastal Carolina University. The majority of the Ph.D. candidates will have completed these programs and are teachers/administrators in our regional partner school districts. This program stablishes components of a seamless P-20 educational system. Ph.D. Curriculum and Clemson Curriculum and Instruction, The Interdisciplinary Ph.D. implements a co- Instruction University focus is similar to the teaching instructional model with identified Interdisciplinary Ph.D. courses in the specialization, cognate, and specialization requirements. research core. Both programs have basic Ph.D. requirements including Candidates will be encouraged to conduct a research core in quantitative collaborative interdisciplinary dissertation and qualitative methodologies, research as participants of a learning a written comprehensive community focusing on a local or regional exam, and a written contemporary educational issue. dissertation with oral defense. This program is the terminal degree that builds on the M.Ed. and Ed.S. degrees offered at Coastal Carolina University. The majority of the Ph.D. candidates will have completed these programs and are teachers/administrators in our regional partner school districts. This program establishes components of a seamless P-20 educational system.

Ed.D. Curriculum and University of Curriculum and Instruction The Interdisciplinary Ph.D. implements a co- Instruction – Curriculum South Carolina Studies focus is similar to the teaching instructional model with identified Studies Concentration CCU Curriculum, Instruction, 13

and Assessment courses in the specialization, cognate, and Specialization. Both programs research core. require a written dissertation Candidates will be encouraged to conduct and oral defense collaborative interdisciplinary dissertation research as participants of a learning community focusing on a local or regional contemporary educational issue.

This program is the terminal degree that builds on the M.Ed. and Ed.S. degrees offered at Coastal Carolina University. The majority of the Ph.D. candidates will have completed these programs and are teachers/administrators in our regional partner school districts. This program stablishes components of a seamless P-20 educational system.

Hybrid and face to face curriculum offerings, not totally online.

Research core in quantitative and qualitative methodologies. This program is a Ph.D. not an Ed.D. Education Administration, University of The Ph.D. degree is offered in The Interdisciplinary Ph.D. implements a co- Ph.D. South Carolina two program concentrations: teaching instructional model with identified higher education courses in the specialization, cognate, and administration and CD-12 research core. education administration. Candidates will be encouraged to conduct Similar to the Interdisciplinary collaborative interdisciplinary dissertation Ph.D. specializations research as participants of a learning educational leadership and community focusing on a local or regional

higher education contemporary educational issue.

administration. This program is the terminal degree that

builds on the M.Ed. and Ed.S. degrees Both programs require a offered at Coastal Carolina University. The written comprehensive exam majority of the Ph.D. candidates will have and a written dissertation and completed these programs and are oral defense teachers/administrators in our regional partner school districts. This program establishes components of a seamless P-20 educational system.

Hybrid and face-to-face curriculum offerings.

Research core in quantitative and qualitative

methodologies.

Regarding similarities in higher education and educational leadership tracks, it is common practice for similar courses with the same prefixes to satisfy requirements in different programs.

University of South University of South University of South Carolina M.Ed. Higher Ed and Carolina Certificate in Carolina Ph.D. Educational Student Affairs Higher Education Admin

EDHE 734 EDHE 734 EDHE 734 EDHE 736 EDHE 736 EDHE 736 EDHE 737 EDHE 737 EDHE 737 EDHE 738 EDHE 738 EDHE 738 EDHE 835 EDHE 835 EDHE 835 EDHE 730 EDHE 730 EDHE 732 EDHE 732

The Coastal Carolina University’s proposed specializations in Higher Education Administration and Educational Leadership may have similar course descriptions, but all courses are designed and professors are prepared for high levels of differentiation for each student in each specialization. Also, going beyond course descriptions, it is important to reiterate that these programs are unique in that it will be grounded in a co- teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instruction. This model allows for key concepts to be explored and understood from relevant varied perspectives, and promotes an interdisciplinary approach to problem solving versus a compartmentalized knowledge base. Also, candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in their specialization and cognate area that contributes to the findings and conclusions in an identified collaborative thesis.

The Interdisciplinary Ph.D. in Education requires a cognate area of 18 credit hours, 12 credit hours of quantitative, qualitative, and mixed methods research, and 12 credit hours of dissertation research. Candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in their specialization and cognate area that contributes to the findings and conclusions in an identified collaborative thesis. These learning experiences parallel the subject matter knowledge and skills required for effective teaching and research in higher education. It also accomplishes the higher education goal of contributing to the knowledge base of one’s discipline of study.

Description of the Program

Projected Enrollment

Fall Semester Spring Semester Summer Semester Total Credit Total Credit Total Credit Year Headcount (1) Hours (2) Headcount (1) Hours (2) Headcount (1) Hours (2) 2018- 20 60 19 114 18 108 2019 2019- 37 111 35 212 34 201 2020 2020- 52 156 49 296 47 281 2021 2021- 64 193 61 367 58 349 2022 2022- 57 172 54 326 52 310 2023 Note 1: Based on enrollment of 20 new students each fall. Note 2: Credit hours based on 3 hours per fall term, 6 hours per spring term, and 6 credit hours per summer term. Note 3: Years one through four total headcounts based on 95% returning fall to spring, 95% returning spring to summer and 95% returning summer to fall. Year five headcount additionally based on 90% graduation rate of returning students.

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program?

X Yes No

If yes, explain. (1000 characters)

In addition to the Office of Graduate Studies admission requirements, each specialization area in the Interdisciplinary Ph.D. will have an admissions committee who will review applications and make recommendations based on the following criteria:

 An earned Master’s Degree in education or related field with an overall cumulative grade point average of 3.0.  Successful scores on GRE or MAT and TOEFL if applicable:

 A score of 300 with no less than 160 on the verbal and 140 on the quantitative Graduate Record Examination, or 400 on the Miller Analogies Test.  Scores must be no more than five years old.

 Applicants who are non-native speakers of English speakers must demonstrate proficiency in English and provide official results from tests taken within the last three years or one of the following acceptable means of documenting English language proficiency consistent with success in graduate programs. (Note that higher scores may be required of some graduate programs so applicants are urged to consult their desired program to identify whether a higher score is required:

 A minimum score of 550 on the paper-based (PBT) or 79 on the internet (iBT) Test of English as a Foreign Language (TOEFL);  A minimum score of 6.5 on the International English Language Testing System (IELTS) exam;  Certificate of Completion of level 112 of English for Academic Purposes (EAP) from an ELS Language Center;  Pearson Test of English (PTE) Academic with a score of 59;  Cambridge CAE (Certificate of Advanced English ) with a minimum level of C1;  Cambridge CPE (Certificate of Proficiency in English) with a minimum level of C1;  MELAB (Michigan English Language Assessment Battery) with a score of 77;  TOEIC (Test of English for International Communication) with a score of 745;  Bachelor’s degree earned from a regionally accredited U.S. institution of higher education within the last three years.  If an applicant’s Master’s Degree GPA is 3.5 or higher, the GRE and MAT exams are waived.

 Applicants will submit a written statement explaining how the Interdisciplinary Ph.D. will be instrumental in achieving specific career and research goals.  Three professional reference letters that specifically address the candidate’s ability to successfully meet the demands of high level graduate coursework. One letter must be from their current immediate supervisor.  A face-to-face and/or virtual interview will be required that primarily focuses on the applicants written statement regarding career and research goals as well as the applicants vision for their personal and professional development and how this program will support their vision.  Applicants will complete an on-site writing sample.

Are there any special articulation agreements for the proposed program? If yes, identify. (1000 characters)

Yes

X No

Curriculum Select one of the following charts to complete: Curriculum by Year or Curriculum by Category

Specialization Area Higher Education Curriculum, Instruction, & Educational Leadership Administration Assessment (*21 cr. hrs.) (*21 cr. hrs.) (*21 cr. hrs.) EDAD 701 Advanced Theory and EDAD 794 Foundations of EDUC 728 Data-Driven Decision- Practice of Leadership and Leadership and Management in Making to Inform Instruction (3) Management (3) Higher Education (3) EDAD 760 Instructional EDAD 795 Governance and EDSP 741 Comprehensive Leadership and Supervision (3) Organization of Higher Education Assessment for Exceptional (3) Learners (3) EDAD 780 Politics and Policy of EDAD 796 Administration of EDUC 790 Strategies for Serving Education (3) Higher Education (3) Rural and Urban Learners (3)* EDAD 735 Finance and Ethics (3) EDAD 797 Action Research in EDUC 732 Advanced Instructional Higher Education (3)* Methods and Strategies – Secondary Education (Grades 6-12) (3) or EDUC 731: Elementary Education (Grades PK-5) (3) EDAD 786 Topics in Educational EDAD 791 Contemporary Issues in EDUC 750 Contemporary Leadership (3) Higher Education (3) Curriculum Theory (3) EDAD 788 Action Research (3)* EDAD 792 Legal Basis of EDUC 785 Critical Studies in Educational Organization and Diversity and Education (3) Administration (3) EDAD 770 Assessing Leadership EDAD 793 College Teaching and EDUC 735 Contemporary Skills and Initiating Change (3) Advising (3) Learning Theories and Practices (3)* Research Foundations Research Foundations Research Foundations (12 cr. hrs.) (12 cr. hrs.) (12 cr. hrs.) EDUC 800 Ways of Knowing: EDUC 800 Ways of Knowing: EDUC 800 Ways of Knowing: Introduction to Educational Introduction to Educational Introduction to Educational Research (3) Research (3) Research (3) EDUC 810 Qualitative Research EDUC 810 Qualitative Research EDUC 810 Qualitative Research Methods in Education (3) Methods in Education (3) Methods in Education (3) EDUC 815 Quantitative Research EDUC 815 Quantitative Research EDUC 815 Quantitative Research Methods in Education (3) Methods in Education (3) Methods in Education (3) EDUC 825 Mixed Methods EDUC 825 Mixed Methods EDUC 825 Mixed Research in Education (3)* Research in Education (3)* Methods Research in Education (3)* Cognates & Electives: Selected from one of the specialization areas, or identified courses in existing graduate programs (literacy, special education, equitable education, leadership, English for speakers of other languages (ESOL), and instructional technology. The cognate may emphasize the interdisciplinary focus of the doctorate through coursework in a discipline different from the student’s specialization. (Cognate 12 cr. hrs.; Elective 6 cr. hrs. per advising)

EDUC 899 Dissertation: Candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in a specialization area and contributes findings and conclusions to the identified thesis. (12 cr. hrs.)

* Proposed Co-Taught Courses Proposed Cognate and Elective Courses (Cognate (12-18 hrs) and Elective (0-6 hrs)

Instructional Technology

EDIT 700: Principles of Instructional Design (3) EDIT 704: Technology in Curricula (3) EDIT 710: Instructional Technology Tools (3) EDIT 720: Psychology of Instructional Technology (3) EDIT 760: Instructional Technology Leadership (3) EDIT 764: Special Topics in Instructional Technology (3) *Online Teaching Endorsement Courses EDIT 604: Teaching with Technology (3) EDIT 650: Teaching and Learning Online (3) EDIT 660: Advanced Online Teaching (3) EDIT 610: Instructional Design and Tech. Integration (3) EDIT 620: Technology Planning and Management (3) EDIT 630: Development of Instructional Multimedia (3)

English for Speakers of Other Languages

EDSP 641: Comprehensive Assessment for Exceptional Learners (3) EDSP 697: Practicum in Special Education (3) *Certification in English for Speakers of Other Languages EDLL 650: Applied Linguistics for ESOL Teachers (3) EDLL 651: Principles and Strategies for Teaching ESOL 3 to Elementary and Secondary Learners (3) EDLL 652: Teaching Reading and Writing to Limited English Proficient (LEP) Learners (3) EDLL 653: Testing and Assessment for Language Minority Students (3) EDLL 654: ESOL Curriculum Design and Materials Development (3)

Equitable Education

EDEQ 624: Framework for Equitable Education (3) EDEQ 625: Application of Differential Instruction (3) EDEQ 626: Culturally Responsive Methods and Materials (3) EDEQ 640: Successful Collaboration with Diverse Families (3) EDEQ 628: STEM Methods and Materials for Diverse Students (3)

Leadership

EDAD 760: Instructional Leadership and Supervision (3) EDAD 780: Politics and Policy of Education (3) EDAD 786: Topics in Educational Leadership (3) EDAD 788: Action Research (3) EDAD 770: Assessing Leadership Skills and Initiating Change (3)

Literacy

EDLL 603: Research in Literacy Methods and Materials (3) EDLL 606: Trends and Issues in Literacy Education - Capstone Course (3) EDUC 607: Research for Today's Schools (3) EDLL 617: Content Literacy/middle/secondary (3) *R2S Literacy Teacher Endorsement EDLL 600: Advanced Reading Theory: Philosophical, Historical and Sociological Foundations of Reading (3) EDLL 604: Practicum in Literacy Assessment and Evaluation (3) EDLL 608: Instructional Strategies and Materials in Literacy (3) EDLL 616: Content Literacy/EC/ELED (3) *R2S Literacy Coach Endorsement EDLL 620: Literacy Assessment and Instruction for Diverse Populations (3) EDLL 621: Developing Literacy Teacher - Leaders within School Communities (3) EDLL 622: Action Research in Literacy Coaching (3)

Special Education

EDUC 600: Applied Behavior Analysis (3) EDUC 630: Single-case Research and Ethics (3) EDSP 635: Advanced Topics in Special Education (3) EDSP 606: Instructional Design in Special Education (3) EDSP 640: Behavior Management (3) EDSP 641: Comprehensive Assessment for Exceptional Learners (3) EDSP 697: Practicum in Special Education (3) * South Carolina Initial Licensure Add-on Certification or Endorsements *Three year program completion: 6 cr. hrs. fall semester, 6 cr. hrs. spring semester. 9 cr. hrs. summer equal 21 cr. hrs. a year times 3 years equal 63 credit hours for the total program.

The Interdisciplinary Ph.D. will use a co-teaching model for identified courses. This model may take on varied forms of collaboration from guest lecturing on specific topics within a course, to a fully collaborative “team teaching” structure. The co-teaching model may involve two or more instructors working together to develop and teach a course as co-equal instructors for the semester. According to Bacharach, Heck and Dalhberg (2008) one option in a co-teaching model is to alternate instructors dependent on specific topics related to one’s expertise. Another model is based on a more valid intent of interdisciplinary teaching where two instructors may work with small groups in the same class and then alternate and merge the small groups into the original whole class for large group discussions of key concepts. All of this will be determined within the context of a designated specialization or cognate course. A specific example of this model would be within a few of the Higher Education Administration and Education Leadership courses which will use a co- teaching model involving a faculty member specializing in the Higher Education Administration and another faculty member focusing on Education Leadership. The following resources provide a more detailed understanding of the purpose and goals of the co-teaching model within an interdisciplinary framework:

Bacharach, N., Heck, T., & Dahlberg, K. (2008). Co-teaching in higher education. Journal of College Teaching and Learning, 5(3), 9-16.

Conderman, G., & McCarthy, B. (2003). Shared insights from university co-teaching. Academic Exchange Quarterly, 7(4), 2461-3z.

Wentworth, Jay and James R. Davis. “Enhancing Interdisciplinarity Through Team Teaching.” In Carolyn Hayes, ed. Innovations in Interdisciplinary Teaching. Westport, CT: The Oryx Press, 2002. 16-37.

Minnis, Michele and Vera John-Steiner. “The Challenge of Interdisciplinary Education.” In Elizabeth G. Creamer and Lisa R. Lattuca, eds. Advancing Faculty Collaboration Through Interdisciplinary Collaboration. San Francisco: Jossey-Bass, 2005. 44-61.

Course Descriptions for New Courses

Course Name Description EDAD 794 Foundations of Leadership and This course studies topics as they relate to leadership, management, and various Management in Higher delivery styles within higher education. The course provides a holistic examination of Education (3) the foundations of higher education. Course content includes theory and philosophical beliefs that guide and impact leadership and management in higher education. The history and development of higher education is addressed as well as leadership and management perspectives as they relate to curriculum, instruction, and adult learners. Topics include the evolution of higher education, what does higher education teach students, and an exploration of the functional skills that are required and contribute to the effective leadership and management in various institutions.

EDAD 795 Governance This course studies topics as they relate to governance and organization with and Organization of institutions of higher education. The course focuses on the development and Higher Education (3) understanding of how to best navigate processes and procedures within higher education. Within different types of institutions, missions, visions, diversity, and organizational models will be explored. Various constituents and administrative units / departments will be discussed. Topics will also include understanding internal factors

and external agencies that may influence the governance and organization of higher education. The primary literature which relates to the governance and organization of higher education will also be reviewed extensively.

EDAD 796 Administration This course studies topics as they relate to administration within higher education of Higher Education (3) institutions. The course focuses on an overview of administrative roles and duties within the realm of higher education. In addition, course content addresses administrative functions, working with staff and faculty, personnel issues, business management, community and public relations, and learning outcomes for institutions as a whole. Practical techniques, time management, relationship-building and evaluation techniques for those serving in higher education administration will also be explored and discussed.

EDAD 797 Action This course focuses on practical application via action research, in relation to student Research in Higher learning and the skills developed during coursework associated with higher education. Education (3) Students plan and fully implement action research that is built around interest and goals associated with higher education. Students are charged with action research that improves their own practice and also has a positive impact on their institution. Students will explore research, target an area of concern or interest within higher education, and develop possible solutions for improved outcomes. Students will be expected to fully and appropriately develop a literature review, a data collection, a data analysis, and a showcase of findings and results, as they specifically relate to higher education. EDAD 791: Contemporary This course examines contemporary issues and impact in higher education. Students Issues in Higher Education gain a broad understanding of past and current situations / trends which impact higher education in a positive or negative manner. This course examines topics closely related to higher education such as accreditation, affordability, enrollment, student equity, access, online education, teaching and learning, title IX, and working with various faculty members. EDAD 792: Legal Basis of This course examines advanced principles of educational law with special attention to Educational Organization public sectors, private sectors, colleges, and universities. Other related topics which and Administration will be examined include hiring and personnel issues, dismissal, due process, current court decisions, and constitutional issues. The rights and responsibilities of various educational stakeholders will also be discussed. The course includes discussion, research, presentation, and application of educational law in relation to various educational settings. EDAD 793: College This course examines advanced principles of educational law with special attention to Teaching and Advising public sectors, private sectors, colleges, and universities. Other related topics which will be examined include hiring and personnel issues, dismissal, due process, current court decisions, and constitutional issues. The rights and responsibilities of various educational stakeholders will also be discussed. The course includes discussion, research, presentation, and application of educational law in relation to various educational settings.

EDAD 770: Assessing This course examines effective leadership styles, skills, roles, and functions Leadership Skills and of leaders within various organizations. Students assess their own leadership style and Initiating Change the leadership style of others, as they gain a broad understanding of the history and origins of leadership, leadership styles, and initiating substantive change with fidelity. This course studies topics closely related to effective leadership such as lifelong learning, powerful communication, problem-solving skills, management, goal- achievement, conflict resolution, and the leadership development of others.

EDAD 735: Finance and This course serves as an introduction to finance and ethics at various levels of Ethics educational organizations. The course applies contemporary theories of economics to educational funding, sources of revenue, and resource allocation. The course also reviews current trends in fiscal structures and operations within various educational settings. Other related topics include budget management, expenditures, local and federal involvement, monetary safeguards and audits. The curriculum includes discussion, research, and application of ethics in relation to finance and other associated topics.

EDUC 800: Ways of This course is designed to provide an introduction to understanding and interpreting Knowing: Introduction to qualitative and quantitative methods of educational research. Review of the steps in Educational Research planning, selecting appropriate research methodology, conducting, analyzing, and (Dissertation Topic reporting data, and reporting research. The purpose of the course is to assist students Proposal) through the proposal and dissertation writing processes. EDUC 810: Qualitative This course will provide an introduction to qualitative methods in social science Research Methods in research, in terms of both the practical issues of conducting this type of research and the Education (Preliminary conceptual debates in the field. Methods include collection and analysis of observations, Research Instrument for interviews, and other records of human activity to gain a better understanding of Dissertation Data structures, processes, and perspectives that drive or shape human behavior. The purpose Collection) of the course is to assist students through the proposal and dissertation writing processes. EDUC 815: Quantitative This course will provide an introduction to quantitative methods, to develop a working Research Methods in knowledge of the research methods and basic statistical skills needed to collect and Education analyze quantitative data and examine the social, political and ethical dimensions of (Preliminary Research designing and executing research. The course considers the methodological issues Instrument for Dissertation relevant to conducting an array of quantitative research with an emphasis on the art and Data Collection) science of survey research methods. In addition to methodological considerations. The course will explore the stages of survey development and administration, including measurement, instrumentation, sampling and distribution, institutional review board approval, and use of SPSS. The purpose of the course is to assist students through the proposal and dissertation writing processes. EDUC 825: Mixed Methods This course will provide an overview of mixed methods research, focus on the Research in Education epistemological foundations of both mixed method designs and their components, (Dissertation Proposal) including epidemiological surveys, in-depth qualitative interviewing, and collecting, analyzing, integrating, and reporting data based on multiple sources. The course covers the paradigms and "mental models" that inform both approaches, and the ways in which qualitative and quantitative goals, questions, methods, and interpretive strategies can be productively combined. The purpose of the course is to assist students through the proposal and dissertation writing processes. EDUC 899: Dissertation This course focuses on both the theoretical and practical aspects of designing (Dissertation) dissertation research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the dissertation writing processes. EDUC 728: Data-Driven This course focuses on the critical knowledge, theory, practice, current accountability Decision-Making to Inform structures, and application of student evaluation, communicating student achievement, Instruction and using assessment data as decision-making tools. Provides an overview of principles and issues surrounding curriculum as well as in various program evaluation measures and curriculum evaluation tools. Develops the ability to examine, explore, analyze, and utilize student level data to guide decision-making and reform efforts in the classroom, school building, or school district, guided by the principles of understanding data management, interpretation, and student assessment.

EDSP 741: Comprehensive This course focuses on assessment (e.g., norm-referenced, criterion-referenced, and Assessment for Exceptional curriculum-based measurement, and informal and informal testing) in the context of Learners classrooms and educational systems with emphasis on the determination of individual needs and development of plans to meet needs. This course covers the use and interpretation of formal and informal diagnostic tests, procedures calculated to determine instructional levels, and procedures for exceptional learners. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. EDUC 790: Strategies for This course will explore the social, historical and political shaping of education policy Serving Rural and Urban in the United States as it relates to rural and urban communities. The course focuses on Learners the relationships between economic and social stability and how socioeconomic and ethnic diversity within rural and urban schools may be correlated directly with educational opportunity and achievement, which may impact long-term individual, family, and demographic group economic stability and advancement. Analyzing facts and statistics on topics such as poverty and homelessness, diversity, substance abuse, and mental health. EDUC 732: Advanced This course is designed to examine the historical, conceptual, theoretical, and practical Instructional Methods and issues of teaching and learning in grades 6-12. Provides an opportunity to examine, Strategies – Secondary design, deliver, and evaluate curricula, methodologies, and instructional strategies to Education (Grades 6-12) enhance student engagement and learning. EDUC 731: Advanced This course is designed to examine the historical, conceptual, theoretical, and practical Instructional Methods and issues of teaching and learning in grades PK-5. Provides an opportunity to examine, Strategies – Elementary design, deliver, and evaluate curricula, methodologies, and instructional strategies to Education (Grades PK-5) enhance student engagement and learning. EDUC 750: Contemporary This course provides an in depth understanding of contemporary theoretical Curriculum Theory substructures of the curriculum. In this course, the curriculum is understood as both the explicit, planned course of learning, and the hidden or latent experiences that students encounter in school settings or experience within their world. We will study historical, political, behavioral, social, psychological, cognitive, philosophical, institutional theories in order to understand the impact of theories on curriculum issues, schools and society. The goal of this course is to provide students with the theoretical framework for analyzing, critiquing, and investigating curriculum so that they will understand the complexities of contemporary curriculum discourses and research practices. EDUC 785: Critical Studies This course focuses on the examination of the student diversities found in classrooms in Diversity and Education and the impact of diverse learners on curricular and instructional practices. Teachers will study ways of making classrooms, curricula, and instructional strategies diversified, developmentally appropriate and equitable to meet the needs of all student populations. Analysis and interpretation of critical theories, research, and approaches to understanding issues of student and community diversity affecting schools. EDUC 735: Contemporary This course focuses on critical examinations of professional development, current Learning Theories and foundational research, current practices, reform efforts, and evaluation of education. Practices Analysis of curricular debates within teacher education, emphasizing the relationship of current mandates to the larger purposes of teacher preparation and PK-20 schools.

Educational Leadership Specialization Faculty

Faculty and Administrative Personnel Courses Taught or To Full- be Taught, Academic Degrees and Other Qualifications and or Including Coursework Relevant to Comments Rank Part- Term, Course Courses Taught, Including (i.e., explain role and/or time Number & Institution and Major changes in assignment) Title, Credit Hours Associate Professor Full- +EDAD 701 (3) BA, Middle Grades Education, Graduate Faculty and M.Ed. Time F; EDAD 760 University of North Carolina at and Ed.S. Educational (3) SP+EDAD Charlotte 1999. M.Ed. Middle, Leadership Program Secondary, and K-12 Education, Coordinator 780 (3) SU University of North Carolina at +EDAD 735 (3) Charlotte 2004. M.SA. School SU+EDAD 786 Administration, University of North (3) F+EDAD Carolina at Charlotte 2006. Ph.D., 788 (3) SU Curriculum and Instruction, University of North Carolina at +EDAD 770 Charlotte 2010. (3) SU EDAD 792 (3) F Associate Professor Full- +EDAD 701 (3) BA, History, State University Graduate Faculty Time F College at Postdam 1976. MA, +EDAD 760 (3) Economics Maxwell School of Public Citizenship of Syracuse SP University 1984. Certificate of +EDAD 786 (3) Advanced Studies Educational F Administration, State University College at Brockport 1991. Ph.D. Educational Administration and Policy Studies University at Albany, 2000 *Assistant/Associate Full- +EDAD 701 (3) Replacement Hire in Professor Time F +EDAD 760 Educational Leadership (3) SP +EDAD 780 (3) SU +EDAD 735 (3) SU +EDAD 786 (3) F +EDAD 788 (3) SU +EDAD 770 (3) SU *Assistant/Associate Full- +EDAD 701 (3) New Hire by year 1, Professor Time F contingent upon enrollment growth and to take on the lead role of the higher education specialization area

Higher Education Specialization Faculty

Faculty and Administrative Personnel Courses Taught or To Full- be Taught, Academic Degrees and Other Qualifications and or Including Coursework Relevant to Comments Rank Part- Term, Course Courses Taught, Including (i.e., explain role and/or time Number & Institution and Major changes in assignment) Title, Credit Hours Teaching Associate Part- EDAD 791 (3) BS, Methodist University, Special Graduate Teaching Time SP Education 1991, MA, Fayetteville Associate and Director of EDAD 793 (3) State University Special Education Accreditation and SU 1994, Ph.D., Morgan State Assessment University Higher Education Administration 2007. Associate Professor Full- +EDAD 701 (3) BA, Middle Grades Education, Graduate Faculty and M.Ed. Time F University of North Carolina at and Ed.S. Educational +EDAD 780 (3) Charlotte 1999. M.Ed. Middle, Leadership Program Secondary, and K-12 Education, Coordinator SU University of North Carolina at +EDAD 735 (3) Charlotte 2004. M.SA. School SU Administration, University of North +EDAD 788 Carolina at Charlotte 2006. Ph.D., (3) SU Curriculum and Instruction, University of North Carolina at EDAD 792 (3) Charlotte 2010. F *Assistant/Associate Full- +EDAD 701 (3) Replacement Hire in Professor Time F Education Leadership +EDAD 780 (3) SU +EDAD 735 (3) SU +EDAD 788 (3) SU EDAD 792 (3) F *Assistant/Associate Full- +EDAD 794 (3) New Hire by year 1, Professor Time F contingent upon enrollment EDAD 795 (3) growth and to take on the SP lead role of the higher education specialization EDAD 796 (3) area F EDAD 797 (3) SU

Curriculum, Instruction, and Assessment Specialization Faculty

Faculty and Administrative Personnel Courses Taught or To Full- be Taught, Academic Degrees and Other Qualifications and or Including Coursework Relevant to Comments Rank Part- Term, Course Courses Taught, Including (i.e., explain role and/or time Number & Institution and Major changes in assignment) Title, Credit Hours Full Professor Full- EDUC 732 (3) B.S.Ed. Technology Education, Graduate Faculty, Time SU Eastern Illinois University 1981. undergraduate Middle Level EDUC 785 (3) M.S.Ed. Occupational Education, Education Program and Chicago State University 1991. Chair of the Department of FA Ed.D. Curriculum and Instruction- Graduate and Specialty EDUC 790 (3) Post Secondary Education Illinois Studies SU State University 1995. Full Professor Full- EDUC 785 (3) A.A. Northwood University Graduate Faculty Time FA Secretarial Science 1975. BS EDUC 750 (3) Phys. Ed & Business SU Administration Michigan State University 1979. MS, Student EDUC 790 (3) Personnel Administration State SU University College of Buffalo 1981. M.Ed. Educational Administration State of University of New York at Buffalo 1992. Ph.D. Educational Administration State University of New York at Buffalo 1993. Assistant Professor Full- EDUC 728 (3) BS, Elementary Education, The Graduate Faculty and Time F University of North Carolina at Undergraduate Elementary EDUC 731 (3) Greensboro 2004. M.Ed. Education. Program SU Curriculum and Instruction, Coordinator Elementary Science The EDUC 735 (3) University of North Carolina at SP Greensboro 2007. Ph.D. Educational Studies The University of North Carolina at Greensboro 2012. Assistant Professor Full- EDSP 741 (3) BS Early Childhood and Special Graduate Faculty Time SU Education, Peabody College, EDUC 785 (3) Vanderbilt University 1996. M.Ed. FA Special Education Peabody College, Vanderbilt University 1998. MS, Community Research and Action Peabody College, Vanderbilt University 2005. Ph.D. Educational Psychology University of Alabama 2017. Associate Professor Full- EDUC 728 (3) BA, History and Classical Graduate Faculty Time F Studies,Tulane Univ. 2001. M.A. EDUC 732 (3) Anthropology Florida State University 2001-2003. M.Ed.

SU University of North Florida 2006. EDUC 785 (3) Ph.D. Curriculum and Instruction FA Indiana University 2010

Research Foundation Faculty

Faculty and Administrative Personnel Courses Taught or To Full- be Taught, Academic Degrees and Other Qualifications and or Including Coursework Relevant to Comments Rank Part- Term, Course Courses Taught, Including (i.e., explain role and/or time Number & Institution and Major changes in assignment) Title, Credit Hours Full Professor Part- EDUC 800 (3) B.A. History and Psychology (dual Graduate Faculty and Dean Time F major), Malone College, 1973. M.Ed. Curriculum and Instruction, Bowling Green State University, 1981. Ph.D. Teacher Education, Curriculum Inquiry, Social Science Education, Ohio State Univ., 1984 Full Professor Full- EDUC 810 (3) BS, Psychology, Secondary Graduate Faculty Time SP Education Muskingum College EDUC 815 (3) 1992. MA, Science Education, The SU Ohio State University 1994. Ph.D. Teacher Education, area of EDUC 825 (3) concentration Science Education, SU Research and Statistics 1996. Full Professor Full- EDUC 810 (3) B.A., University of Massachusetts Graduate Faculty Time SP Child Development and Early EDUC 815 (3) Childhood Education SU Ph.D., Georgia State University specializing in assessment, EDUC 825 (3) statistics, research methodology, SU and policy-oriented research. *Assistant/Associate Full- EDUC 800 (3) New Hire by year 1, Professor Time F; EDUC 810 contingent upon enrollment (3) SP EDUC growth and to take on the 815 (3) SU; lead role of the research foundation and dissertation EDUC 825 (3) assignment coordinator Note: Individuals should be listed with program supervisor positions listed first. Identify any new faculty with an asterisk next to their rank.

Note: + Identifies courses within the Educational Leadership and Higher Education specialization areas are offered as courses within the Educational Leadership Ed.S. Program and will not require additional staffing. Enrollment from the proposed program will assist to increase FTEs in the course.

Note: All courses offered for the cognates and electives are currently being offered as part of other graduate program requirements.

Note: All graduate faculty teaching in the Doctoral Program are eligible to serve in a capacity on Dissertation Committees (EDUC 899 (1-12) SU, F, SP)

Total FTE needed to support the proposed program (i.e., the total FTE devoted just to the new program for all faculty, staff, and program administrators).

There will only be a need to hire two new faculty to add to existing faculty are who already teaching the education specialist courses and cognate courses. The Faculty and Administrative charts include all credentialed faculty who would qualify to teach courses offered in the Interdisciplinary Ph.D. program.

The two new faculty include one hire in our educational leadership program with a specific emphasis in Higher Education Administration, and a second new hire with a Quantitative/Qualitative Research focus. Although we have faculty who could credential in each of these areas of study, the addition of Ph.D. courses to our existing M.Ed. and Ed.S. courses requires additional faculty. The new faculty member focusing on Higher Education Administration will be qualified to teach any of the 21 credit hours in the Higher Education Administration specialization, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations in Higher Education Administration. The second new hire in Quantitative/Qualitative Research will be qualified to teach any of the 12 credit hours in the research foundations area, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations in any of the specialization areas.

The two replacements are both retirement placements. The recent hire (F-18) is qualified to teach courses in our M.Ed., Ed.S. and Ph.D. curricula, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations. The second replacement hire (F-19) will be qualified to teach courses in our M.Ed., Ed.S., and Ph.D. curricula, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations. Depending on the specific program area and courses taught course loads will vary. For example in the IT and Ed Leadership areas some of the courses students will be taking are the existing Ed.S. courses. If someone were to be classified, as teaching only Ph.D. courses then the precedent is a 2/2 load with the understanding that the faculty member will have a research focus and expected to be involved in grant submissions to support the specialization area.

Regarding advising and dissertation committee work, this will be determined within each specialization area. Typically, the doctoral candidate connects with a professor who shares a research interest. When the candidate gets to the dissertation phase and identifies a committee and chairperson, a workload model will be used that focuses on a worktime framework instead of “reassigned time” or “release time”. If the worktime in a given semester is equivalent to a 3 credit course, then that will count towards the course load for that semester. Fundamentally, workload distributions within departments must be fair and just. This does not mean that everyone must have identical assignments, but that everyone has an equal amount of work and responsibility over time, and that equivalent activities are given equal recognition for all faculty members. A faculty member’s full-time work may be distributed across an academic or fiscal year. In certain circumstances it may be necessary to extend the distribution period to two years to accommodate dissertation chair and committee work. Faculty members will work with chairs to determine the most appropriate and equitable distribution plan and develop an Individual Performance Plan (IPP) to document the agreement.

YEAR NEW EXISTING TOTAL

Headcount FTE Headcount FTE Headcount FTE Administration 2018-2019 0 0.00 1 0.17 1 0.17 2019-2020 0 0.00 1 0.17 1 0.17 2020-2021 0 0.00 1 0.17 1 0.17 2021-2022 0 0.00 1 0.17 1 0.17 2022-2023 0 0.00 1 0.17 1 0.17 Faculty 2018-2019 0 0.00 2 0.56 2 0.56 2019-2020 1 0.17 2 0.94 3 1.11 2020-2021 1 0.17 4 1.50 5 1.67 2021-2022 1 0.17 5 2.06 6 2.22 2022-2023 0 0.00 5 2.22 5 2.22 Staff 2018-2019 0 0.00 1 0.33 1 0.33 2019-2020 0 0.00 1 0.33 1 0.33 2020-2021 0 0.00 1 0.33 1 0.33 2021-2022 0 0.00 1 0.33 1 0.33 2022-2023 0 0.00 1 0.33 1 0.33

Faculty /Administrative Personnel Changes

Provide a brief explanation of any additional institutional changes in faculty and/or administrative assignment that may result from implementing the proposed program. (1000 characters)

Currently, the University has three full-time tenured/tenure track faculty in educational leadership (one replacement hire fall 2018 and another replacement hire in fall 2019), three tenured faculty who have terminal degrees in higher education administration, three tenured faculty and one lecturer in instructional technology, and four tenured/tenure track faculty in educational foundations who will assume primary responsibilities for the curriculum, instruction, and assessment specialization and research courses. Overall, the college has seventeen tenured faculty and eleven tenure-track faculty who have graduate faculty teaching status. The program will identify a faculty member to serve as the doctorate program coordinator through a course-release each semester. Given the anticipated interest in the program, it is projected that the University will hire one new tenure/tenure track faculty member in higher education administration in and one new tenure/tenure track faculty with expertise in quantitative and qualitative research design. These faculty will be hired for fall 2019. Costs for the program will be covered by student tuition. No additional funds for this program are being requested from the state.

Library and Learning Resources

Identify current library/learning collections, resources, and services necessary to support the proposed program and any additional library resources needed. (1000 characters)

Kimbel Library and Bryan Information Commons has holdings of over 450,000 items in all formats. The library has access to over 120,000 periodicals: magazines, newspapers, scholarly journals, and proceedings in print and online formats and provides access to its holdings and to over 140 online citation, abstracting, full-text and reference resources via the World Wide Web at (http://www.coastal.edu/library). Library instruction sessions are available to all academic departments covering general library usage as well as project or course-specific sessions for upper-level research-oriented courses. Coastal Carolina University fully supports and participates in PASCAL (Partnership Among South Carolina Academic Libraries), our state academic library consortium. Students have access to books from other South Carolina academic libraries through PASCAL Delivers, a rapid book delivery service provided by PASCAL.

In addition to the owned content enumerated above, Kimbel Library provides access to over 300,000 eBooks via EBSCO and Ebrary. The Library also subscribes to two streaming video resources that cover all academic areas. Films on Demand and VAST: Academic Video Online currently includes over 2000 films. The library also provides access to over 140 online citation, abstracting, and full-text resources. This includes general products such as Academic Search Complete as well as electronic resources specific to education such as Education Full-text, Education Research Complete, Mental Measurements Yearbook with Tests in Print, PsycINFO, PsycARTICLEs, and Teacher Reference Center.

A quantitative comparison of Kimbel Library's holdings was conducted using the Association of College and Research Libraries Standards for College Libraries. Subject areas relevant to the specializations in the Interdisciplinary Doctorate were identified using the Library of Congress Classification Web tool. In the analysis of the Education Leadership specialization, the library compared holdings to three peer institutions, which were chosen based on FTE student enrollment (10,000 or less), type of institution (regional, liberal arts), and presence of a master’s level degree program. The library holds 790 monographs in support of the Educational Leadership and Higher Education Administration specializations. In the specialization of Curriculum, Instruction, and Assessment, as well as the varied cognate disciplines, the holdings of over 450,000 items in all formats, and 120,000 periodicals, primarily in electronic format.

Age of collection. The average publication date of monographs is 2005 and the average age of media (audiovisual) and eBooks are more recent (2010): 87% of media and nearly 100% of eBooks in the collection are dated year 2000 or later. Over half (66%) of the collection has a publication date prior to 2000. The education collection was updated in 2014 when the library worked with education faculty to assess the education collection, update holdings, and add core titles. This effort is reflected in the relative currency of titles in the call number ranges for education.

The library facility is open 24X7 during fall and spring semesters. Faculty can request information literacy instruction sessions and librarians provide one-on-one consultative services for students either in person or online via the Ask-A- Librarian service. In addition, a librarian is assigned as a liaison to the Spadoni College of Education. It is estimated that approximately $25,000 over the next five (5) years will be necessary to update and sustain materials and resources in the Kimble Library in order to meet the needs of this program.

Student Support Services

Identify academic support services needed for the proposed program and any additional estimated costs associated with these services. (500 characters)

No new student support services will be needed for the proposed program. Faculty members in the program will support candidates with advising and serve on comprehensive exam and dissertation committees. At the university level, the Coastal Office of Online Learning (COOL) and the Center for Teaching Excellence to Advance Learning (CeTEAL) will support candidates’ needs regarding online learning technologies and general orientation to university resources and professional development. Existing services also include the Writing Center, Graduate Studies Office, Student Computing Services, Library Services, Learning Assistance, Accessibility & Disability Services, and Counseling Services.

Physical Resources

Identify any new instructional equipment needed for the proposed program. (500 characters)

The Spadoni College of Education has recently installed two high-end distance learning facilities, one multi- purpose classroom for live streamed instructional events, and one multimedia production studio for recording and editing. Both facilities are currently available, fully funded, and will be managed internally by college staff and graduate assistants with support from the university's division of Information Technology Services.

All classrooms in the College of Education are connected to the Internet and have Smart board/Promethean technology. In addition, two computer labs, an online broadcasting facility, and a recording studio for faculty use are housed within the College. The existing physical plant is sufficient to support this proposed program. Two additional office spaces will be required for two new tenure track faculty members (1-Fall 2019, 1-Fall 2020). No additional equipment will be necessary to support the new program that would not already be sought for normal research and instructional practice.

Will any extraordinary physical facilities be needed to support the proposed program? Yes X No

Identify the physical facilities needed to support the program and the institution’s plan for meeting the requirements, including new facilities or modifications to existing facilities. (1000 characters)

Financial Support

Estimated Costs by Year Category 1st 2nd 3rd 4th 5th Total Program Administration (1) $16,605 $16,938 $17,276 $17,622 $17,974 $86,415 Faculty and Staff Salaries (2) $64,860 $117,083 $171,369 $227,780 $232,335 $813,428 Graduate Assistants $39,000 $39,000 $39,000 $39,000 $39,000 $195,000 Equipment $0 Facilities $0 Supplies and Materials $2,000 $2,000 $2,000 $2,000 $2,000 $10,000 Library Resources $5,000 $5,000 $5,000 $5,000 $5,000 $25,000 Other $0 Total $127,466 $180,021 $234,645 $291,401 $296,309 $1,129,843 Sources of Financing by Year Category 1st 2nd 3rd 4th 5th Total Tuition Funding $135,366 $255,303 $361,865 $456,838 $455,392 $1,664,764 Program-Specific Fees $0 State Funding $0 Reallocation of Existing Funds $0 Federal Funding $0 Other Funding $0 Total $135,366 $255,303 $361,865 $456,838 $455,392 $1,664,764 Net Total (i.e., Sources of Financing Minus $7,900 $75,282 $127,220 $165,437 $159,083 $534,921 Estimated Costs) Note 1: Program administration based on .17 of Director's salary plus 28% fringe for year one. Years 2-5 are based on a 2% increase. Note 2: Faculty and staff salaries include 28% fringe benefits. Years 2-5 are also based on a 2% increase. Note 3: Tuition includes a 30% reduction in tuition for in-state students.

Budget Justification

Provide a brief explanation for the other new costs and any special sources of financing (state funding, reallocation of existing funds, federal funding, or other funding) identified in the Financial Support table. (1000 characters)

Note: Institutions need to complete this budget justification only if any other new costs, state funding, reallocation of existing funds, federal funding, or other funding are included in the Financial Support table.

Currently, the University has three full-time tenured/tenure track faculty in educational leadership (one new hire F-18), three tenured faculty who have terminal degrees in higher education administration, and four tenured/tenure track faculty in educational foundations who will assume primary responsibilities for the curriculum, instruction, and assessment specialization and research courses. Overall, the college has seventeen tenured faculty and eleven tenure-track faculty who have graduate faculty teaching status. The program will identify a faculty member to serve as the doctorate program coordinator through a course-release each semester. Given the anticipated interest in the program, it is projected that the University will hire one new tenure/tenure track faculty member in higher education administration and one new tenure/tenure track faculty with expertise in quantitative and qualitative research design. Costs for the program will be covered by student tuition. No additional funds for this program are being requested from the state.

Evaluation and Assessment

Programmatic Assessment: Provide an outline of how the proposed program will be evaluated, including any plans to track employment. Identify assessment tools or software used in the evaluation. Explain how assessment data will be used. (3000 characters)

The Interdisciplinary Ph.D. in Education will evaluate candidates at five specific stages of development: (1) Specialization and Cognate Key Assessments, (2) Comprehensive Exam, (3) Written Dissertation Proposal and Oral Defense, (4) Written Dissertation and Oral Defense, and (5) Employment Trends. The Coastal Carolina University’s Office of Institutional Research, Assessment and Analysis (IRA&A) provides quality information and analysis services that support decision-making, strategic planning, assessment, accreditation, and records management activities of the University. With the integrated software and cloud-based assessment tools embedded in the Campus Labs® platform, program faculty will work with our IRA&A to analyze assessment data and complete online reports to ensure program continuous improvements in each stage of the developmental assessment process. Employment data will be tracked and analyzed through our Center for Excellence and Academic Advising. The Center employs a graduate program manager who will be responsible for exit interviews and the administration of surveys to gather data on graduate satisfaction, alumni satisfaction, employer satisfaction, and graduation rates. The specific program evaluation and key assessment data are described below:

Student Learning Assessment

Expected Student Learning Outcomes Methods of/Criteria for Assessment Students develop critical thinking skills that would Key Assessments allow them to see the integrative connections Comprehensive Examination between disciplinary fields in their area of Written Dissertation Proposal and Oral Defense specialization. Written Dissertation and Oral Defense Students will develop a regional perspective of a Key Assessments need for improvement and become a change-agent Regional Collaborative Analysis Research Papers within the region by analyzing and providing a Written Dissertation Proposal and Oral Defense resolution or awareness of the concern. Written Dissertation and Oral Defense Students develop an understanding and skills to Key Assessments perform mixed method research that provides data- Regional Collaborative Analysis Research Papers driven analysis and results to make substantive Written Dissertation Proposal and Oral Defense changes within the regional community. Written Dissertation and Oral Defense Students develop an awareness of diversity (i.e., Key Assessments people, cultures, ideas, and etc,) which may have Interdisciplinary Portfolio an impact on PK-20, and appreciate the importance Regional Collaborative Analysis Research Papers of engaging in lifelong interdisciplinary learning to Written Dissertation Proposal and Oral Defense become informed and responsible change agents Written Dissertation and Oral Defense within their community. Students learn to develop linkages between their Key Assessments interdisciplinary intellectual inquiries and their own Regional Collaborative Analysis Research Papers ethical positions in terms of contemporary Interdisciplinary Portfolio challenges facing students, schools, communities, and societies.

Will the proposed program seek program-specific accreditation? Yes X No

If yes, provide the institution’s plans to seek accreditation, including the expected timeline for accreditation. (500 characters)

Will the proposed program lead to licensure or certification? Yes X No

If yes, explain how the program will prepare students for licensure or certification. (500 characters)

Teacher or School Professional Preparation Programs

Is the proposed program a teacher or school professional preparation program? Yes X No

If yes, complete the following components.

Area of Certification

Please attach a document addressing the South Carolina Department of Education Requirements and SPA or Other National Specialized and/or Professional Association Standards.

Coastal Carolina University Addendum to the Ph.D. Proposal

Distance Education Status Fall 2016 and Fall 2017

Fall 2016 Undergraduates Graduate Status In-State Out-of-State Total In-State Out-of-State Total Distance Learning Only 114 39 153 293 49 342 Face-to-Face and Distance Learning 1,377 1,631 3,008 43 29 72 No Distance Learning 3,312 3,274 6,586 224 94 318 Total 4,803 4,944 9,747 560 172 732

Fall 2017 Undergraduates Graduate Status In-State Out-of-State Total In-State Out-of-State Total Distance Learning Only 132 69 201 317 41 358 Face-to-Face and Distance Learning 1,451 1,685 3,136 22 19 41 No Distance Learning 3,241 3,320 6,561 260 106 366 Total 4,824 5,074 9,898 599 166 765

Coastal Carolina University – Interdisciplinary Ph.D. in Education

All proposals to establish new doctoral programs must be accompanied by a review from a qualified out-of-state evaluator selected by the Commission which analyzes the merits of the proposed program, its potential effect on existing programs at the institution, its relationship to similar programs in the state, and the institution's readiness and ability to support the proposed program. The proposal must also include the educational qualifications and background of the evaluator.

Proposed Program Merits

There are several key merits to this Ph.D. proposal that distinguish it from other programs:

1. It is abundantly clear that one of the primary goals of this program is to prepare educational leaders and researchers who will be able to independently and collaboratively develop the essential research knowledge base needed to continue as scholars capable of generating new and innovative knowledge which positively impact education and all stakeholders.

2. Related to the above point, current educational research has clearly documented the significance of the importance of local problem solving of current educational issues. The regional focus of this graduate program will essentially allow for a collaborative opportunity to advance P-20 educational systems and practices involving school districts and Coastal Carolina University.

3. The Interdisciplinary Ph.D. in Education is unique in its emphasis on using a co-teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instructional delivery.

4. Another clear and significant merit of this program is the specific focus on individualized career advancement opportunities that address the very important issues of career satisfaction and the retention of educators. Given the current educator supply and demand issues facing our profession, this program will provide an excellent opportunity to facilitate career and economic advancement.

5. In addition to accommodating the unique and specific interests and needs of career teachers, this Ph.D. is designed to facilitate multiple career options for those interested in leading and working in various venues. I found the following details in the proposal to be very enlightening:

“…becoming school directors, instructional coaches, curriculum coordinators, school administrators, directors of community-based educational centers, or who are interested in teaching/research opportunities or administrative positions in university and college settings. Along with a specific specialization in either educational leadership, higher education administration, or the integrated discipline of curriculum, instruction, and assessment, the program requires an 18- credit hour cognate. The various cognates may include courses in literacy, special education, English for Speakers of Other Languages (ESOL), Certificate of Online Teaching and Training (COTT), and Equitable Education. The 18-hour cognate satisfies the credentialing requirement of the Southern Association of Colleges and Schools (SACS) for adjunct teaching in a higher

1 education setting. Again, all efforts potentially leading to multiple career options for those completing the Ph.D. Program.”

6. In summary, the Interdisciplinary Ph.D. in Education builds upon the university’s existing graduate programs. As stated in the proposal, Coastal Carolina University’s current graduate programs primarily advance students’ knowledge and skills regarding practices within a specific discipline of study. The design of this Interdisciplinary Ph.D. promotes interrelated disciplinary understandings and enable students to conduct valid and reliable contextual research. The idea to “establish a seamless P-20 educational system that promotes continuous improvement, career satisfaction, and helps retain and recruit highly effective educators,” is truly unique to this Ph.D.

Potential effects on existing programs at Coastal Carolina University

It appears that the Spadoni College of Education currently offers the M.Ed. and Ed.S. in Educational Leadership, M.Ed. and Ed.S. in Instructional Technology, M.Ed. in Language, Literacy and Culture, M.Ed. in Special Education. Having the objectives of the Ph.D. degree build upon the professional standards identified by the Specialized Professional Associations (SPAs) allows for a very effective scope and sequence curricula. This of course advances one of the key goals of this proposal which is to develop a systemic P-20 organizational process.

Relationship to similar programs in the state

In reviewing the charts contrasting this Ph.D. proposal with possible similar programs in South Carolina, a few distinguishing factors became apparent. This program is unique in its interdisciplinary approach. The emphasis on using a co-teaching model and developing expertise of faculty from varied disciplines to collaborate on courses and research throughout the program should prove to be an interesting endeavor. More specifically, I believe the statements in the charts provide a clear distinction on how this Ph.D. is unique to Coastal Carolina University:

 The Interdisciplinary Ph.D. implements a co-teaching instructional model with identified courses in the specialization, cognate, and research core;  Candidates will be encouraged to conduct collaborative interdisciplinary dissertation research as participants of a learning community focusing on a local or regional contemporary educational issue;  This program is the terminal degree that builds on the M.Ed. and Ed.S. degrees offered at Coastal Carolina University;  The majority of the Ph.D. candidates will have completed master’s level programs and are teachers/administrators in our regional partner school districts;  This program establishes components of a seamless P-20 educational system, and  The program delivery will include hybrid and face-to-face curriculum offerings.

2 Readiness and ability to support the proposed program

Details of faculty and qualified credentials for curriculum in each of the proposed specializations are outlined in the proposal. It appears that the college has seventeen tenured faculty and eleven tenure-track faculty who have graduate faculty teaching status. In reviewing the credentials outlined, these faculty should be very well qualified to support the specializations and cognate areas.

It was also outlined that the library has holdings of over 450,000 items in all formats. More specifically in relation to this specific proposal, the library holds 790 monographs in support of the Educational Leadership and Higher Education Administration specializations. In the specialization of Curriculum, Instruction, and Assessment, as well as the varied cognate disciplines, there are holdings of over 450,000 items in all formats, and 120,000 periodicals, primarily in electronic format.

Also, the Coastal Office of Online Learning (COOL) and the Center for Teaching Excellence to Advance Learning (CeTEAL) appear to be excellent support venues regarding online learning technologies and general orientation to university resources and professional development. The fact that the Spadoni College of Education has distance learning facilities, a multi-purpose classroom for live streamed instructional events, and a multimedia production studio for recording and editing is very advantageous for learning and teaching.

Summary/Conclusions

In reading this proposal, I was intrigued by the purposeful idea of advancing the education profession through developing a knowledge base that is “context specific.” The idea of preparing educators who have the quantitative, qualitative, and mixed methods research understandings and skills to address issues within their specific school districts should be extremely beneficial. The idea of school districts and a regional university collaborating to develop systemic P-20 organizational processes will provide ongoing advances in the areas of teacher and leadership education. Another very significant and unique component of this proposal is its emphasis on providing varied career pathways. These career and economic advancement opportunities are key to helping address current retention and recruitment issues throughout our nation. I applaud the thoughtful forward thinking of the authors in addressing these important educational issues in a valid and sustainable manner.

Dr. Barbara Zwadyk’s Qualifications and Background

Dr. Zwadyk is currently serving as an associate professor at High Point University, in High Point, NC. Her responsibilities include teaching doctoral and master’s level courses, as well as advising and serving as chair of dissertation committees. She is also the program director for the HPU Leadership Academy, a grant-funded alternative principal preparation program. She received her doctorate in educational leadership from the University of North Carolina at Greensboro. She has current superintendent and principal (K-12) North Carolina licenses. With over 30 years in education, Dr. Zwadyk has taught K-12, served as principal at middle school, high school, and the middle college levels. She has supervised high school principals as an Instructional Improvement Officer and has served as the Assistant Superintendent of Curriculum and Instructional Services in Winston-Salem Forsyth County Schools, as Chief of Curriculum and 3 Organizational Development Officer in Guilford County Schools. She also served as Interim Assistant Superintendent for Academic Services in Chatham County Schools. She has been an adjunct professor at Gardner Webb University, University of the Cumberlands, and UNCG, at both the masters and doctoral levels.

4 Coastal Carolina University – Interdisciplinary Ph.D. Education CAAL Member Questions

1. What is the market value of the online option to the institution, students, and local geographic area?

Provide an opportunity for educators in a five-county service area to pursue and complete a Ph.D. in education in a convenient manner with interaction from highly qualified faculty in the discipline. There are 106 schools, 4,505 teachers, and 68,106 students in a five-county service area that would benefit from a Ph.D. in Education, enhancing the quality of schools and learning.

Coastal Carolina University developed a comprehensive approach to online education through our Coastal Office for Online Learning (COOL). However, it needs to be emphasized that the focus is our five-county service area and the institution has a close working relationship with these schools and districts.

2. Given the unique niche of some South Carolina institutions such as The Citadel, what is the unique niche of your institution that helps fulfill statewide mandate of higher education opportunities for all? Does distance education as a mode of delivery dilute your niche?

Coastal Carolina is a SACSCOC Level V accredited institution. We are a comprehensive institution with a focus on our strong undergraduate population. Our College of Humanities and Fine Arts provides the strong liberal arts core that makes for well-rounded, academically prepared individuals, 50% of whom are in the sciences. Our business school that includes one of just 19 Professional Golf Management Programs (PGM) in the country. We also boast a lasting commitment to pre-k through 12 education, with over 70% of the teachers in our five-county region coming through our programs.

The university has approached distance education to “advance the University's ability to offer high-quality and high-value online courses and programs targeting in-demand content areas aligned to the academic strengths.” The institution recognizes that many students must be engaged in online education as they pursue their professional or personal advancement needs.

3. What is the feasibility of retention services such as a teacher call-in hot-line for recent graduates of education programs?

The Spadoni College of Education recently hired a Graduate Program Manager (full-time, annual appointment position with benefits) within the colleges Center for Excellence, Academic Advising, and Student Services.This individual facilitates recruitment in all graduate programs within the college and serves as liaison between the Spadoni College of Education and the Office of Graduate Studies for managing Memorandums of Understanding and associated graduate courses developed with our partnering school districts. The graduate program manager communicates with and occasionally visits our partnering school districts, pursues novel program marketing approaches, and is able to manage graduate courses developed for target graduate populations. This individual provides information about graduate degree programs, academic policies and regulations and other activities asuring graduate student success. This office has become the teacher call-in-hot-line for recent graduates, as well as a recruitment of prospective graduate students.

4. A. What is the rationale for relying on the Teacher Leader Consortium?

The Education Improvement Science degree, recently approved by SCCHE as a Clemson consortium partnership with Coastal Carolina University, The Citadel, and Winthrop University, was initiated to provide a doctoral pathway for students in our educational leadership Ed.S. degree. The targeted audience for our Education Specialist degree is typically those who plan to pursue, or at least want the option, to be qualified to serve as a superintendent of a school district. As part of our Consortium agreement, through faculty advisement, these students would be advised of the Consortium Ed.D. option. The consortium degree requires the applicant to have completed an Educational Specialist degree from a consortium partner institution as a requirement for admission into the program. Coastal Carolina University’s Ed.S. Degree requires completion of 33 semester hours of graduate work including:

 EDAD 794: District-Level Internship I  EDAD 790: Seminar in Educational Leadership  EDAD 795: District-Level Internship II

B. Why was this consortium chosen for input into your programs?

The Dean of the Spadoni College of Education meets three times a year with other education deans through the South Carolina Education Deans Association. Over the past eight years, the group has had several discussions regarding academics, recruitment and retention, and program development. The CCU dean traveled to Clemson three times within the past four years to discuss possible collaborations that would allow CCU’s graduate students pathways into doctoral programs. The only program primed for a collaborative partnership was the Education Leadership, Ed.S Degree. When the new Clemson education dean, Dr. George Peterson, assumed his role, these discussions continued with the addition of Winthrop and The Citadel. These discussions evolved into an actual collaborative plan to develop a consortium that provided a doctoral pathway for CCU’s Ed.S. students.

C. Is there an institutional connection to this consortium?

The collaborative consortium is consistent with Coastal Carolina University’s mission, and as a SACSCOC Level V institution we may offer up to 3 doctoral degrees. Coastal Carolina University’s mission was revised in 2014 to advance the institution’s first doctoral program in marine science and to enable educational specialist degree programs to develop. The educational specialist degrees, as well as other graduate programs, were discussed with Clemson to determine valid opportunities for collaboration. The Ed.S. in educational leadership was the only one that proved viable given differences in curriculum requirements across institutions and programs.

The revised mission statement was approved by the Coastal Carolina University Board of Trustees on July 19, 2014, and by the South Carolina Commission on Higher Education on February 5, 2015. The following excerpts from our mission statement emphasize significant points relevant to the consortium agreement:

D. How does this consortium address the population’s needs?

The response to this question is the direct excerpt from the Consortium proposal below:

The professional doctorate at Clemson University will meet the needs of a South Carolina market. Due to the large numbers of Ed. S. graduates annually and those individuals who have already completed the degree and are in the workforce, there is a significant market for the program. We are able to capitalize on the strengths of the graduates with educational specialist degrees from the Citadel, Coastal Carolina, and Winthrop. The College of Education deans and program coordinators at these three institutions have reviewed their Ed. S. curriculum, and the alignment from the Ed. S. to the proposed Clemson Ed. D. has been mapped by the faculty of the four universities. The purpose of the mapping of the degree programs is to streamline the educational process, eliminate gaps in prerequisites for the doctorate, and prepare students for the transition into the doctoral program. The admitted students will have completed a minimum of 30 graduate hours beyond the master’s degree, completing both the Ed. S. and any required state certification for practice before admission. The proposed Ed. D. will add an additional 42 hours of post Ed. S. credit hours, including the dissertation.

5. Please explain why four faculty (two new, two replacement) are needed to implement this program? What are their teaching and/or administrative duties related to this program? What are their teaching and/or administrative duties with other programs?

Depending on the specific program area and courses taught course loads will vary. For example in the IT and Ed Leadership areas some of the courses students will be taking are the existing Ed.S. courses. If someone were to be classified, as teaching only Ph.D. courses then the precedent is a 2/2 load with the understanding that the faculty member will have a research focus and expected to be involved in grant submissions to support the specialization area.

Fundamentally, workload distributions within departments must be fair and just. This does not mean that everyone must have identical assignments, but that everyone has an equal amount of work and responsibility over time, and that equivalent activities are given equal recognition for all faculty members. A faculty member’s full-time work may be distributed across an academic or fiscal year. In certain circumstances it may be necessary to extend the distribution period to two years to accommodate dissertation chair and committee work. Faculty members will work with chairs to determine the most appropriate and equitable distribution plan and develop an Individual Performance Plan (IPP) to document the agreement.

6. Please provide information and documentation about the national recognition Coastal received for Program Assessment. This was mentioned during a 2015 program proposal presentation.

This comment is in reference to a question that was asked in the 2015 presentations regarding our online delivery of courses.

7. What is the student retention rate for your institution? Having read the background provided on page two, please provide additional information to show this Interdisciplinary Ph.D. does not hold too broad a focus.

Coastal Carolina is proud of our efforts in student retention. As an institution that has a diverse student body, we recognize our responsibility to all of our students. We have addressed and are addressing retention with academic coaching, learning resources and a strategic plan with a major focus on student success. The institution is pleased to report that at the May 2018 Board of Trustees meeting, presented was a retention of 73% compared to a freshmen retention of 69% at the same time last year.

The Interdisciplinary Ph.D. is designed to specifically build upon our existing graduate programs. The Spadoni College of Education currently offers the M.Ed. and Ed.S. in Educational Leadership, M.Ed. and Ed.S. in Instructional Technology, M.Ed. in Language, Literacy and Culture, M.Ed. in Special Education, and the opportunity to enroll with a non- degree status. As of fall 2017, there are a total of 477 graduate students enrolled in these programs, and approximately 90% of those students are currently teachers and/or administrators in our partnership school districts.

Our M.Ed. and Ed.S. curricula are primarily designed with a practitioner emphasis. It is at the Ph.D. level where the focus is more on developing the knowledge and skills to conduct research, and become more involved in generating knowledge relevant to a specific discipline and educational context. This more focused emphasis is developed through coursework in a specific specialization, study in a selected cognate area, and a series of coursework to establish a sound research foundation. All of this culminates in a dissertation intended to synthesize and demonstrate understandings developed throughout the Ph.D. curriculum. The following chart provides the explicit detail for the above narrative:

Curriculum

Research Foundations Research Foundations Research Foundations (12 cr. hrs.) (12 cr. hrs.) (12 cr. hrs.) EDUC 800 Ways of Knowing: Introduction to EDUC 800 Ways of Knowing: EDUC 800 Ways of Knowing: Educational Research (3) Introduction to Educational Introduction to Educational Research (3) Research (3) EDUC 810 Qualitative Research Methods in EDUC 810 Qualitative Research EDUC 810 Qualitative Research Education (3) Methods in Education (3) Methods in Education (3) EDUC 815 Quantitative Research Methods in EDUC 815 Quantitative EDUC 815 Quantitative Research Education (3) Research Methods in Education Methods in Education (3) (3) EDUC 825 Mixed Methods Research in EDUC 825 Mixed Methods EDUC 825 Mixed Education (3)* Research in Education (3)* Methods Research in Education (3)*

Cognates & Electives: Selected from one of the specialization areas, or identified courses in existing graduate programs (literacy, special education, equitable education, leadership, English for speakers of other languages (ESOL), and instructional technology. The cognate may emphasize the interdisciplinary focus of the doctorate through coursework in a discipline different from the student’s specialization. (Cognate 12 cr. hrs.; Elective 6 cr. hrs. per advising) EDUC 899 Dissertation: Candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in a specialization area and contributes findings and conclusions to the identified thesis. (12 cr. hrs.)

8. Additionally, on page two, what are the future educational issues to be addressed in this Ph.D.? How are they identified? Also, what is meant by generating new knowledge?

A. What are the future educational issues to be addressed in this Ph.D., and how are they identified?

The design of the Ph.D. program allows regional educators, and the professors who work within the context of our partnership schools, to identify educational issues that are relevant and meaningful to specific partner schools and school districts. Educational research has documented the significance of particular localized contextual factors affecting specific educational issues (Smagorinsky & Barnes, 2014; Zygmunt-Fillwalk, Malaby, Clausen, 2010; Darling-Hammond & Bransford, 2005). The opportunity to apply educational theories and research directly to local situational contexts, and interact with colleagues and professors who have acquired knowledge of these contexts, allows learning to be directly applicable, experientially based, and applied proactively. The interdisciplinary focus of this degree will provide graduates with a frame of reference to make informed and reasoned multifaceted problem solving decisions that are relevant to issues within their particular educational context.

As stated in the proposal, this curriculum is unique in that it will be grounded in a co- teaching model that will bring the expertise of faculty from varied disciplines to collaborate on curriculum and instruction. This model allows for key concepts to be explored and understood from relevant varied perspectives, and promotes an interdisciplinary approach to problem solving versus a compartmentalized knowledge base. For example, a few contemporary issues that may be identified and examined include topics dealing with English for Speakers of Other Language (Curriculum, Instruction and Assessment specialization with a cognate in ESOL), instructional technology in rural areas (Educational Leadership specialization with a cognate in Instructional Technology), and college readiness and retention of freshmen students (Higher Education Administration specialization with a cognate in P-12 Educational Leadership). Also, candidates will be encouraged to conduct collaborative interdisciplinary research as participants of a learning community focusing on a specific contemporary educational issue. Each candidate will produce an individual dissertation that represents expertise in their specialization and cognate area that contributes to the findings and conclusions in an identified collaborative thesis.

B. What is meant by generating new knowledge?

The Interdisciplinary Ph.D. in Education will address contemporary and future educational issues as described above. This program is designed to advance our understandings of teaching, learning, and educational systems. One of the primary goals of this program is to prepare educational researchers who can transcend the artificial barriers of relating theory to practice. Graduates of this program develop the essential research knowledge base to continue as scholars who are capable of generating new knowledge, as well as the ability to interpret and translate theoretical and research knowledge into valid practices through writing, teaching, and application. The term “generating new knowledge” specifically references the design described above in which a Ph.D. candidate identifies a dissertation topic that is particularly relevant to a specific educational issue. The knowledge generated from the research conducted on a particular issue will be specifically relevant (new) to a specific school/school district, and possibly generalizable to schools within similar contextual factors.

9. Please provide clarification on the cognates available in this Ph.D. What is required and what is optional? In detail, what is meant by equitable education? Please define and explain how this concept will be integrated into the program.

A. What cognates are required and what is optional?

All Ph.D. candidates are required to complete an 18 credit hour cognate with the option of 6 elective credit hours to accommodate individual interests and needs as stated below:

B. In detail, what is meant by equitable education?

A key description of equitable education, framing what is meant this proposal, is from an article by Ingrid Lafalaise, Association of Supervision and Curriculum (ASCD), 2017, ASCD EDGE. The following key details from this article clearly define the factors relevant to defining equitable education:

 At times, students may even get varying degrees of quality education within the same building (i.e., tracking or school practices that put less experienced teachers with more difficult kids) So it made me think, what constitutes a fair and equitable education and in a system this large and is that even possible?

 What does equity mean in terms of education? Is it access? Is it the same resources? An equitable education means every student receives an education that appropriately prepares him or her for the path of their choosing. Students enter school with many educational variants. Some may have had access to Pre-K and others may not. Some may be new to the country with varying grasps of the English Language, others have different familial structures, including foster care, multi-generational housing situations and now there are a significant amount of homeless students in the city’s public school system. By law, all of these students have the right to a fair and comprehensive education. But, what should that look like?

 First, that looks like teachers and administrators making every provision to meet students where they are. For example, it would be great if every kid was able to read and write at or above their current grade level. But, chances are that will not be the case.

 We must provide the students the supports and scaffolds necessary to improve these skills. Every SINGLE teacher should be equipped with the necessary skills to make their students better readers and writers.

 Schools shouldn’t have to decide between librarians, classroom teachers, and guidance counselors, reading programs or afterschool, textbooks or professional development. The quality of a child’s education should not be predetermined by his/her zip code. This is UNFAIR AND INEQUITABLE.

 Schools should be funded and supported according to its needs. Our highest needs schools deserve a substantial increase in state and federal funding if they are going to make significant gains for their students and the best coaches, math and literacy specialist, etc. should also be working in and with schools with the greatest needs.

 When thinking about what is necessary for students to succeed, there is only one logical conclusion; every school must be able to respond to the needs of its community and each must be adequately supported in doing so.

The curriculum of the equitable education cognate courses will allow candidates to better understand these issues and, if it’s an area of interest, evolve into a dissertation topic that will serve to address a contemporary educational issue and generate new knowledge on the topic.

10. With the continuing shortage of classroom teachers, what role does the Ph.D. play in retention?

As stated in the proposal, career satisfaction has been strongly correlated to educator retention and recruitment. An educator who is offered opportunities to develop as a career professional is more satisfied, motivated, and effective. These educators are then capable of contributing to classroom, school, and district improvements that affect K-12 student achievement. Process and effective organizational structures dictate effective and positive educational outcomes. From an economic perspective, the Horry County 2017-18 salary scale identifies a $5,614.50 annual pay increase for teachers who currently have a master’s degree and obtain a doctorate by year eight of employment. The Georgetown County 2017-18 salary scale, at the same eight year salary grade, identifies an increase of $8,380.00. Year eight was selected as the pay increase indicator to allow for acclimating first year teachers, followed by two to three years to obtain a master’s degree, and then three to four years to obtain a doctorate. Using a fourteen year trajectory, a teacher who earned a doctorate by year eight would earn $94,466.70 more than if one had continued with a master’s degree. An educator at either school district would significantly increase their earnings throughout their career. This premise would be valid at other school districts as well.

These career advancement opportunities help address two very important issues affecting the education profession in our region, the state and the nation. First, the current educator recruitment, retention, and attrition problem in our school districts has been strongly linked to career satisfaction (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). A career pathway that offers educators opportunities to continue their professional growth, options to assume varied educational and administrative positions that can affect change, and, an increased salary through career advancement are all primary factors that would positively affect career satisfaction. Second, educational research has documented the significance of particular localized contextual factors affecting specific educational issues (Smagorinsky & Barnes, 2014; Zygmunt-Fillwalk, Malaby, Clausen, 2010; Darling-Hammond & Bransford, 2005). The opportunity to apply educational theories and research directly to local situational contexts, and interact with colleagues and professors who have acquired knowledge of these contexts, allows learning to be directly applicable, experientially based, and applied proactively. The interdisciplinary focus of this degree will provide graduates with a frame of reference to make informed and reasoned multifaceted problem solving decisions that are relevant to issues within their particular educational context.

Those who decide to pursue administrative positions, or a combination of teaching and administration, would have varied salary increases based on specific administrative assignments. According to the Fall 2016 Teacher/Administrator Supply and Demand Survey conducted by South Carolina’s Center for Educator Recruitment, Retention, and Advancement (CERRA), 435 new administrators were hired in South Carolina and 53 positions remained vacant.

Individuals with the Ph.D. would have the ability to energize the classroom teacher experience for all in their supervision through the collegiate development of innovative practices and guidance to support retention of faculty.

11. Please provide a copy of your survey so that the questions can be mapped to other Ph.D.’s in South Carolina.

Doctorate in Education (Ph.D.) ‐ Regional Interest Survey Questions Administered Fall 2017 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ An open (unrestricted access) link for this survey was sent by Dr. Edward Jadallah, Dean of the Spadoni College of Education, to administrators in school districts that partner with Coastal Carolina University: Dillon, Florence School Districts 1 ‐ 5, Georgetown, Horry and Marion. These administrators were asked to share the survey with the staff in their area. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Please rank the following in order of importance, (5) most important to (1) least important.

- Reputation of the institution granting the degree - Proximity of the institution to your place of employment - Predominant instructional modality is online - Predominant instructional modality is a hybrid model - Predominant instructional modality is face‐to‐face

Are there other factors you'd find pertinent when selecting an institution? Open response.

Would you be interested in pursuing a Ph.D. in Education at Coastal Carolina University? Strongly Agree‐Strongly Disagree

What would make you hesitate? Asked of “Neutral or Undecided”; open response.

Why would you not be interested in pursuing a Ph.D. in Education at CCU? Asked of “Disagree” and “Strongly Disagree”; open response.

Doctoral‐level instruction will require close interactive learning experiences between candidates and their professors, and eventually with the candidate's dissertation committee. However, depending on the course, varied instructional modalities and scheduling configurations may be used. Please identify your top two course offering preferences from the list below:

- Weekday afternoons on the CCU campus (face‐to‐face) - Weekends on the CCU campus (face‐to‐face) - Weekday afternoons at a facility near your place of employment (face‐to‐face) - Asynchronous online/distance learning - Synchronous online/distance learning - Hybrid model including online asynchronous, synchronous and face‐to‐face

Which of the following specialties would interest you for doctoral‐level study? Select all that apply.

- Educational Leadership - Literacy - Special Education - Instructional Technology - Higher Education Administration - Higher Education (College & Student Personnel) - Curriculum, Instruction, & Assessment (P‐12) - Other specialty not listed

What other specialties are of interest to you? Open response.

What is your current highest degree earned?

- Baccalaureate degree - Master's degree - Educational Specialist - Doctoral degree

Are you currently employed in the education field?

- Yes - No

In what school district or location are you currently employed?

- Dillon - Florence (1, 2, 3, 4, 5) - Georgetown - Horry - Marion - Williamsburg - Horry Georgetown Technical College (HGTC) - Coastal Carolina University (CCU) - Other district or institution

Please specify the other district or institution: Open response.

Please offer any suggestions or other considerations not addressed in this survey: Open response. 1. Graduate Enrollment and Completers

2. Clarification of Employment Data State and National Employment National State Employment Occupation Employment Projection Data Source (Specializations) 2017-2019 2016-2026 11-9032 Education 8 percent Short Term Occupational Projections (2017-2019) State Data Administrators, Elementary 3,920-3,980 growth http://www.projectionscentral.com/Projections/ShortTerm Bureau of Labor Statistics, U.S. Department of Labor, and Secondary School Occupational Outlook Handbook, Elementary, Middle, and High School Principals, on the Internet at https://www.bls.gov/ooh/management/elementary-middle-and- high-school-principals.htm (visited December 25, 2017). 11-9033 - Higher Education 2,560-2,600 10 percent Short Term Occupational Projections (2017-2019) State Data Administration growth http://www.projectionscentral.com/Projections/ShortTerm Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Postsecondary Education Administrators, on the Internet at https://www.bls.gov/ooh/management/postsecondary-education- administrators.htm (visited December 05, 2017). 25-1081- Education teachers, 780-790 10 percent Short Term Occupational Projections (2017-2019) State Data postsecondary growth http://www.projectionscentral.com/Projections/ShortTerm Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Postsecondary Teachers, on the Internet at https://www.bls.gov/ooh/education-training- and-library/postsecondary-teachers.htm (visited December 08, 2017).

3. Higher Education Administration Curriculum Curriculum Select one of the following charts to complete: Curriculum by Year or Curriculum by Category

Specialization Area Curriculum, Instruction, & Educational Leadership Higher Education Administration Assessment (*21 cr. hrs.) (*21 cr. hrs.) (*21 cr. hrs.) EDAD 701 Advanced Theory and EDAD 794 Foundations of Leadership EDUC 728 Data-Driven Decision- Practice of Leadership and and Management in Higher Education Making to Inform Instruction (3) Management (3) (3) EDAD 760 Instructional Leadership EDAD 795 Governance and EDSP 741 Comprehensive and Supervision (3) Organization of Higher Education Assessment for Exceptional Learners (3) (3) EDAD 780 Politics and Policy of EDAD 796 Administration of Higher EDUC 790 Strategies for Serving Education (3) Education (3) Rural and Urban Learners (3)* EDAD 735 Finance and Ethics (3) EDAD 797 Action Research in Higher EDUC 732 Advanced Instructional Education (3)* Methods and Strategies – Secondary Education (Grades 6-12) (3) or EDUC 731: Elementary Education (Grades PK-5) (3) EDAD 786 Topics in Educational EDAD 791 Contemporary Issues in EDUC 750 Contemporary Curriculum Leadership (3) Higher Education (3) Theory (3) EDAD 788 Action Research (3)* EDAD 792 Legal Basis of Educational EDUC 785 Critical Studies in Organization and Administration (3) Diversity and Education (3) EDAD 770 Assessing Leadership EDAD 793 College Teaching and EDUC 735 Contemporary Learning Skills and Initiating Change (3) Advising (3) Theories and Practices (3)*

Research Foundations Research Foundations Research Foundations (12 cr. hrs.) (12 cr. hrs.) (12 cr. hrs.) EDUC 800 Ways of Knowing: EDUC 800 Ways of Knowing: EDUC 800 Ways of Knowing: Introduction to Educational Research Introduction to Educational Research Introduction to Educational Research (3) (3) (3) EDUC 810 Qualitative Research EDUC 810 Qualitative Research EDUC 810 Qualitative Research Methods in Education (3) Methods in Education (3) Methods in Education (3) EDUC 815 Quantitative Research EDUC 815 Quantitative Research EDUC 815 Quantitative Research Methods in Education (3) Methods in Education (3) Methods in Education (3) EDUC 825 Mixed Methods Research EDUC 825 Mixed Methods Research EDUC 825 Mixed in Education (3)* in Education (3)* Methods Research in Education (3)*

4. Faculty Loads/Program Costs There will only be a need to hire two new faculty to add to existing faculty are who already teaching the education specialist courses and cognate courses. The Faculty and Administrative charts include all credentialed faculty who would qualify to teach courses offered in the Interdisciplinary Ph.D. program. The two new faculty include one hire in our educational leadership program with a specific emphasis in Higher Education Administration, and a second new hire with a Quantitative/Qualitative Research focus. Although we have faculty who could credential in each of these areas of study, the addition of Ph.D. courses to our existing M.Ed. and Ed.S. courses requires additional faculty. The new faculty member focusing on Higher Education Administration will be qualified to teach any of the 21 credit hours in the Higher Education Administration specialization, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations in Higher Education Administration. The second new hire in Quantitative/Qualitative Research will be qualified to teach any of the 12 credit hours in the research foundations area, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations in any of the specialization areas. The two replacements are both retirement placements. The recent hire (F-18) is qualified to teach courses in our M.Ed., Ed.S. and Ph.D. curricula, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations. The second replacement hire (F-19) will be qualified to teach courses in our M.Ed., Ed.S., and Ph.D. curricula, as well as advise Ph.D. candidates, serve on dissertation committees, and chair dissertations. Depending on the specific program area and courses taught course loads will vary. For example in the IT and Ed Leadership areas some of the courses students will be taking are the existing Ed.S. courses. If someone were to be classified, as teaching only Ph.D. courses then the precedent is a 2/2 load with the understanding that the faculty member will have a research focus and expected to be involved in grant submissions to support the specialization area.

1. Co-Teaching Model

The Interdisciplinary Ph.D. will use a co-teaching model for identified courses. This model may take on varied forms of collaboration from guest lecturing on specific topics within a course, to a fully collaborative “team teaching” structure. The co-teaching model may involve two or more instructors working together to develop and teach a course as co-equal instructors for the semester. According to Bacharach, Heck and Dalhberg (2008) one option in a co-teaching model is to alternate instructors dependent on specific topics related to one’s expertise. Another model is based on a more valid intent of interdisciplinary teaching where two instructors may work with small groups in the same class and then alternate and merge the small groups into the original whole class for large group discussions of key concepts. All of this will be determined within the context of a designated specialization or cognate course. A specific example of this model would be within a few of the Higher Education Administration and Education Leadership courses which will use a co-teaching model involving a faculty member specializing in the Higher Education Administration and another faculty member focusing on Education Leadership. The following resources provide a more detailed understanding of the purpose and goals of the co-teaching model within an interdisciplinary framework:

Bacharach, N., Heck, T., & Dahlberg, K. (2008). Co-teaching in higher education. Journal of College Teaching and Learning, 5(3), 9-16.

Conderman, G., & McCarthy, B. (2003). Shared insights from university co-teaching. Academic Exchange Quarterly, 7(4), 2461-3z.

2. Programs that lead to the Ph.D. (P-20 Educational System)