Graduate Program Review
2010-2011
Department of
Curriculum & Instruction
Walter Smith, Chair
College of Education
Charles Ruch, Interim Dean
Peggy Johnson, Acting Dean
November 2010
1
Graduate Program Review
Department of Curriculum and Instruction
2004/2005 through 2009/2010
An orientation to the review: The organizational structure of the College of Education (COE) is
different than the majority of academic units at Texas Tech University. Most notable is a
centralized budget, with limited financial responsibility given to the departments. Therefore,
most budgetary, and some other data in this report, are at the college, not department levels. For
example, Chapter 5 in other graduate program reviews is labeled “Department.” In this report,
Chapter 5 is titled “College,” with associated data at that level.
Similarly, the data in Chapter 3, Section A, the number, rank, and demographics of the graduate
faculty, are actually for the entire COE graduate and undergraduate faculty. Because of the
COE’s budgetary organization, the university’s Office of Institutional Research and Institutional
Management (IRIM) has indicated an inability to disaggregate faculty data to the department
level. Therefore these review data, as supplied by IRIM via the Graduate School, are really
college-level data. Because college and department data are intermixed, it is important that
reviewers carefully note the headings on tables and graphs.
I.
Program Overview
Mission Statement
The Department of Curriculum and Instruction provides degree and certification programs that
meet state and national standards for students seeking careers as professional educators in one of
the following programs: Bilingual Education and Diversity Studies, Curriculum and Instruction,
Curriculum Studies and Teacher Education, Elementary Education, Language Literacy
Education, Middle Level Education, Science/Mathematics Education, and Secondary Education.
Vision Statement
The Department of Curriculum and Instruction will be recognized as an effective community of
scholars and reflective practitioners dedicated to teaching, research, and service, and will be
recognized as one of the outstanding teacher educator units in the nation.
Curriculum & Instruction
2
Core Values Statement
Values and core beliefs shared by the faculty in the department include:
•
•
•
•
•
•
•
The dignity and worth of all individuals should be safeguarded and nourished.
The preparation of a professional educator is a planned developmental process.
Effective practice is based on sound theory.
Sound theory grows out of peer-reviewed scholarship.
The reciprocal interface between theory and practice advances professional identity and
viability.
Educator preparation programs are under girded by strong academic programs that
support the teaching fields/specializations.
Educator preparation programs are recognized and supported as a university-wide
responsibility.
Strategic Priorities/Goals
The following Department of Curriculum and Instruction strategic priorities or goals, align well
with the strategic priorities of both the College of Education and Texas Tech University. These
strategic priorities are the focus of the department’s Strategic Plan, which may be reviewed
online.

Strategic Priority 1 Increase Enrollment and Promote Student Success: Recruit, retain,
and graduate/certify a larger and more diverse candidate body, which is academically and
professionally prepared, technologically literate, and which can use assessment to adapt
instruction, service, and programs for diverse learners.

Strategic Priority 2 Strengthen Academic Quality and Reputation: Recruit and retain high
quality, diverse, and productive faculty, who can enhance our teaching excellence and
grow our number of nationally recognized programs. Continue to utilize and improve
state and nationally recognized certification and degree programs, including international
education ones.

Strategic Priority 3 Expand and Enhance Research: Increase research productivity and
funding for all areas of inquiry within the department.

Strategic Priority 4 Outreach and Engagement: Provide scholarly outreach opportunities
and build strategic partnerships, alliances, and community outreach, both locally and
internationally.

Strategic Priority 5 Increase and Maximize Resources: Increase funding for student
support, faculty support, and world-class facilities. Maximize those investments through
more efficient operations in order to ensure affordability for students and accountability
to the State of Texas.
Curriculum & Instruction
3
Action Plans
The department’s strategic plan is relatively stable with few changes occurring over the 20102020 period of the document. On the other hand, college action plans, developed to include
activities for both departments, provide greater details to direct work for a single year.
Following is a portion of the current year’s plan for the first objective of the first strategic
priority. The entire action plan may be reviewed online. (Note that some data are still being
collected.)
Strategic Priority 1 Increase Enrollment and Promote Student Success: Recruit, retain, and
graduate/certify a larger and more diverse candidate body, which is academically and
professionally prepared, technologically literate, and which can use assessment to adapt
instruction, service, and programs for diverse learners.

Objective 1.1: Increase candidate enrollment, both in degree and certification programs,
including through distance delivery.
Increase Enrollment Action Plan
Action
1.1.1 Increase graduate
enrollments 3% (both by numbers
and SCHs) through
administrative changes,
including: reclassify CERT &
GTEMP students, and expediting
graduate student admission
processes
1.1.2 Increase Dallas Area and
Hill Country Program collective
enrollments 20% (both by
numbers and SCHs)
1.1.3 Increase Ph.D.s enrolled
and (awarded) 3% (both by
numbers and SCHs) by
developing new programs in
EDIT and EDSP and promoting a
blended C&I Ph.D. program..
1.1.4 Increase Ph.D. enrollment
by recruiting 12-15 students for
an Amarillo Area doctoral
program in Counselor Education.
Responsible
Individual(s)
20072008
Burley
887
(fall)
Johnson, Fox, and
Salazar
20082009
20092010
20102011
Target
955
(fall)
20202021
Goal
902
(fall)
927
(fall)
-----
26 HC
7 DA
43 HC
48 DA
44 HC
Burley, Lan, Smith,
and involved
program
coordinators/faculty.
142
(fall)
( 21)
133
(fall)
(16)
154
(fall)
(23)
159
(fall)
(24)
(34)
Burley, Lan, and
involved program
coordinators/faculty.
N/A
N/A
N/A
12
15
Curriculum & Instruction
4
Conceptual Framework
Programs and work within the Department of Educational Psychology and Leadership are based
on a well established conceptual framework. This framework establishes the shared vision for
efforts in preparing educators. It provides direction for programs, courses, teaching, candidate
performance, scholarship, service, and accountability. The conceptual framework is knowledgebased, articulated, shared, coherent, consistent with college and university mission, and
continuously evaluated. The conceptual framework is currently under review and is being
updated, but the present version may be viewed online.
The Educator Preparation Assessment System
An essential component of the conceptual framework is an assessment system. The Educator
Preparation Assessment System (EPAS) serves as the foundation for all of the department’s
educator preparation programs. EPAS generates, organizes, and archives data to be used to
advance the college’s mission. The assessment system has been developed over several years,
and was reaffirmed by stakeholders and approved by the Teacher Education Council in
September 2007.
The goals of the Educator Preparation Assessment System are to:
 support data-informed decision making throughout all aspects of the educator
preparation enterprise, including monitoring candidate performance, managing and
improving operations and programs, and acquiring and allocating resources;
 support scholarship, teaching, and service endeavors;
 support external relations efforts;
 support development efforts; and
 support the generation and archiving of documents, reports, and statistics.
The Educator Preparation Assessment System is based on the following:
 the needs of candidates, faculty, staff, and administrators;
 the conceptual framework for educator preparation;
 accreditation standards, specialized professional association (SPA) guidelines, and
State of Texas educator proficiencies and content knowledge; and
 strategic and program goals.
The Educator Preparation Assessment System focuses on the assessment of College of
Education’s strategic goals, which are derived from Texas Tech University goals and aligned
with the National Council for Accreditation of Teacher Education NCATE standards and state
specified competencies. The data generated by the Educator Preparation Assessment System are
organized and archived in repositories, and is supported by an assessment calendar, which
organizes a schedule of assessment activities.
Curriculum & Instruction
5
II. Graduate Curricula and Degree Programs
A. 1. Scope of programs within the department
The Department of Curriculum and Instruction supervises the following degree programs and
certificates:
 Bachelor of Science in Multidisciplinary Studies
 Bachelor of Science in Multidisciplinary Science
 Master of Education in Bilingual Education
 Master of Education in Curriculum and Instruction
 Master of Education in Elementary Education
 Master of Education in Language Literacy Education
 Master of Education in Secondary Education
 Master of Science in Multidisciplinary Science
 Doctor of Philosophy in Curriculum and Instruction
 Post-baccalaureate Initial Teaching Certification
 Graduate Certificate in Developmental Literacy
 Master Mentor Teacher Graduate Certificate
Master's Programs (All master’s programs allow for either a 36 hour, non-thesis plan, or a 30
hour plan with a thesis.)
M.Ed. in Bilingual Education. A master’s degree in this program area is available with a
concentration in either bilingual education or English as a second language (ESL). Students
may seek supplemental certificates in bilingual education or English as a second language
within requirements for the master’s degree. More information and application forms are
available at www.educ.ttu.edu/edbl.
M.Ed. in Curriculum and Instruction. The program area of curriculum and instruction offers a
master’s degree that is designed to meet the diverse needs of professional educators in
elementary, secondary, and post-secondary education. Further information is available
at www.educ.ttu.edu/edci.
M.Ed. in Elementary Education. The master’s program in elementary education is designed for
students interested in concentrating on the fundamentals of reflective practice with an emphasis
in social studies, mathematics, and science education. Information about the program and
application forms can be found at www.educ.ttu.edu/eled.
M.Ed. in Language Literacy Education. The language literacy master’s degree in has two
options. The first addresses many of the requirements of the Master Reading Teacher certificate
program. The second option focuses on the Professional Reading Specialist Certification and
supplies a strong foundation for later doctoral work. See www.educ.ttu.edu/edll for additional
information.
M.Ed. in Secondary Education. Two basic degree plans are available. The 36-semester-hour
plan (without a thesis) includes a 21-semester-hour concentration in educational foundations
and secondary education as well as 15 hours in a minor concentration. The minor may be taken
in a teaching field. T he 30-semester-hour plan (with a thesis) includes a major concentration of
Curriculum & Instruction
6
18 semester hours, a 6-hour minor concentration, and a thesis (6 hours). More information is
available at www.educ.ttu.edu/edse.
M.S. in Multidisciplinary Science. This interdisciplinary program leading to a Master of
Science degree with a major in multidisciplinary science is administered by the College of
Education with faculty and courses drawn from participating units throughout the university.
The program has two tracks, one for secondary science teachers or K-8 teachers with a strong
science background, and another for middle level science and math teachers.
Doctoral Program
Doctor of Philosophy in Curriculum and Instruction. The Ph.D. in curriculum and instruction
may be completed with a concentration in one of five areas: bilingual/English as a second
language education, curriculum studies/teacher education, language and literacy education,
physical education and sports science, or science and mathematics education. Courses are taken
in curriculum and instruction, the student’s concentration, research methods, diversity, and
technology.
Graduate Certificate Programs
Post-Baccalaureate Initial Teaching Certification. Post-baccalaureate programs designed to
meet initial certification requirements for teaching in early childhood (early childhood to grade
six), middle level (grades four to eight), and secondary schools (grades eight to twelve) are
available. For information on post-baccalaureate programs leading to certification
see www.educ.ttu.edu/certification. Although post-baccalaureate certification coursework may
be applied to master’s degrees in elementary education and secondary education, gaining
admission to degree programs requires an additional admissions process.
Developmental Literacy. The 15-hour Graduate Certificate in Developmental Literacy fills a
need in the community for qualified teachers in developmental reading programs, adult basic
education, adult literacy programs, alternative high schools, reading intervention programs in
traditional high school settings, and GED programs.
Master Mentor Teacher. The 12-hour Master Mentor Teacher Graduate Certificate is designed
to prepare experienced teachers to mentor new teachers in instructional strategies, classroom
management strategies, and other aspects of daily classroom life, in addition to the policies and
procedures specific to individual campuses.
A. 2. Expected learning outcomes and outcomes assessment.
Each program in Curriculum and Instruction has developed a Program Assessment Plan that
includes the program purpose, student learning outcomes, associated assessments and data, and
actions for improvement. Complete program assessment plans for C&I are housed in TracDat,
a software platform used throughout the university. Following is a limited example from the
Elementary Education assessment plan, as shown in TracDat. This example shows only one of
several student learning outcomes, and one of two assessments used for that outcome.
Curriculum & Instruction
7
Program – COE Elementary Education (MED)
Student Learning Outcome
Instructional Strategies and Methodology - Students will demonstrate the
knowledge base in developmentally appropriate instructional strategies,
methodology, culturally responsive for the elementary grades.
Outcome Types:
Student Learning
Start Date:
08/19/2008
Outcome Status:
Active
Assessment Method:
Master's Comprehensive Exam, content criterion
Criterion:
3.0 on 4 point scale
Results
11/28/2009 - Content results for Masters Comprehensive Exams in the fall,
spring, and summer of 08-09. 36 test takers: 3.2.
Result Type:
Criterion Met
Action for Improvement
03/23/2010 - A rubric has been developed and implemented for the scoring of
the master's comprehensive examination (a copy is attached). An electronic
version of the scoring rubric is being developed.
Complete assessment plans for master’s and doctoral programs may be accessed online by
following the hyperlinks below.







Master of Education in Bilingual Education
Master of Education in Curriculum and Instruction
Master of Education in Elementary Education
Master of Education in Language Literacy Education
Master of Education in Secondary Education
Master of Science in Multidisciplinary Science
Doctor of Philosophy in Curriculum and Instruction
A generic master’s and doctoral degree plan (following) is completed for each program of study
by an advisor working with the student. Hard copies of specific examples for each graduate
program in the department follow, or they may be reviewed online.
Curriculum & Instruction
8
B. Number and types of degrees awarded
Degrees Awarded - Academic Year
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
14
12
10
8
6
4
2
0
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor
0
0
0
0
0
0
Masters
5
7
8
6
5
9
Doctorates
6
1
8
5
12
6
Degrees Awarded - Academic Year (Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
6
5
4
3
2
1
0
04/05
05/06
06/07
07/08
08/09
Bachelor
0
0
0
0
0
Masters
5
5
1
1
2
Doctorates
0
0
0
0
0
09/10
Curriculum & Instruction
9
Degrees Awarded - Academic Year
(Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
40
35
30
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
Bachelor
0
0
0
0
0
Masters
30
29
31
29
34
0
0
0
0
0
Doctorates
09/10
Degrees Awarded - Academic Year
(Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
10
9
8
7
6
5
4
3
2
1
0
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor
0
0
0
0
0
0
Masters
7
5
9
6
5
6
Doctorates
0
0
0
0
0
0
Curriculum & Instruction
10
Degrees Awarded - Academic Year
(Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
16
14
12
10
8
6
4
2
0
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor
0
0
0
0
0
0
Masters
7
8
7
15
7
6
Doctorates
0
0
0
0
0
0
Curriculum & Instruction
11
TTU College of Education
Graduate Program Degrees Awarded
Source: Institutional Research and Information Mgmt
Name of Program
Curriculum & Instruction
Bilingual Education
Elementary Education
Language Literacy Education
Secondary Education
2004-2005
8
5
30
5
8
Comparison of Degrees Awarded Fall Data
Washington State University Bilingual Education
Bachelor
Master
Doctoral
Washington State University Curriculum & Instruction
Bachelor
Master
Doctoral
Washington State University Elementary Education
Bachelor
Master
Doctoral
Washington State University Secondary Education
Bachelor
Master
Doctoral
Washington State University Language Literacy Education
Bachelor
Master
Doctoral
University of Oklahoma
Bachelor
Master
Doctoral
Iowa State University
Bachelor
Master
Doctoral
Texas Tech - Total C&I
Bachelor
Master
Doctoral
2005-2006
16
5
29
9
7
04/05
2006-2007
11
1
31
6
15
05/06
N/A
2007-2008
17
1
29
5
7
06/07
2008-2009
15
2
34
6
6
07/08
2009-2010
08/09
09/10
N/A
N/A
N/A
N/A
2
3
5
5
N/A
6
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
1
5
3
13
9
2
1
1
1
249
246
280
328
258
292
2
3
1
6
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
6
14
7
7
N/A
N/A
N/A
N/A
N/A
N/A
2
N/A
N/A
N/A
N/A
N/A
N/A
11
23
23
25
33
30
3
3
4
1
3
3
0
0
0
0
0
0
24
12
26
16
25
17
7
8
14
12
6
4
207
153
126
132
93
112
26
29
29
34
37
25
4
9
13
11
7
8
84
83
126
87
110
0
54
56
57
53
21
0
1
8
5
12
6
0
Curriculum & Instruction
12
C. Undergraduate and graduate semester credit hours *
AY SCH compared to Budget (Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
18,000
$500,000
16,000
$490,000
14,000
$480,000
12,000
$470,000
10,000
$460,000
8,000
$450,000
6,000
$440,000
4,000
$430,000
2,000
0
04/05
05/06
06/07
07/08
08/09
Undergraduate
13,461
14,617
14,248
14,301
15,273
Graduate
5,903
4,962
4,651
4,634
3,793
$455,574
$471,413
$448,491
$488,080
Operating Cost
09/10
$420,000
* Note that the College of Education’s structure is such that it is not possible to disaggregate
operating costs to the department level. Therefore this chart compares department semester
credit hours to college operating costs.
Curriculum & Instruction
13
D. Number of majors in the department for the fall semesters
Enrollment by Level - Fall Data
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
04/05
05/06
06/07
07/08
08/09
Bachelor's
0
0
0
0
0
09/10
0
Masters
6
6
13
13
15
20
Doctoral
53
53
67
75
69
73
Enrollment by Level - Fall Data
(Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
10
9
8
7
6
5
4
3
2
1
0
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor's
0
0
0
0
0
0
Masters
9
9
4
8
7
6
Doctoral
0
0
0
0
0
0
Curriculum & Instruction
14
Enrollment by Level - Fall Data (Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
45
40
35
30
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
Bachelor's
0
0
0
0
0
09/10
0
Masters
14
14
34
31
42
29
Doctoral
0
0
0
0
0
0
08/09
09/10
Enrollment by Level - Fall Data
(Language Literacry Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
20
18
16
14
12
10
8
6
4
2
0
04/05
05/06
06/07
07/08
0
0
0
0
0
19
11
8
11
15
0
0
0
0
Bachelor's
0
Masters
19
Doctoral
0
0
Curriculum & Instruction
15
Enrollment by Level - Fall Data (Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
(Note: Masters only program)
30
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
Bachelor's
0
0
0
0
0
09/10
0
Masters
12
12
26
14
9
14
Doctoral
0
0
0
0
0
0
Curriculum & Instruction
16
In addition to delivering degree programs, the Department of Curriculum and Instruction is
responsible for providing coursework and support services for a large number of educator
certification programs. Students seeking certification are housed in 11 of the 13 academic units
on campus. Only the College of Architecture and the School of Law are not involved.
Approximately one half of the certification students are in post-baccalaureate programs—
graduate students working on initial teaching certification—as indicated in the second table
below focusing on certification student enrollments. The following data indicate the number of
individuals completing these programs.
Curriculum and Instruction
Educator Certificates Issued
Type and Level
Probationary
All Level
Elementary
Middle
Secondary
Supplemental
Sub Total
Standard
Elementary 1
Middle
Secondary
All Level 1
Vocational 1
Endorsements &
Supplementals
Sub Total
2005-2006
2006-2007
10
5
5
26
23
46
23
229
65
177
138
37
281
74
132
148
25
32
7
518
532
2007-2008
2008-2009
2009-20010
11
6
7
28
17
68
7
5
1
17
11
36
22
21
49
255
56
145
142
42
28
219
37
126
128
30
17
195
53
153
123
34
12
596
458
461
Total
564
555
664
494
510
Included in other certificate levels (i.e., Vocational is included in Secondary;
Special Education is included in All Level)
1
Curriculum & Instruction
17
Certification Student Enrollments 1
(Undergraduate and Post-baccalaureate) 2, 3 & 4
Certificate Description
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
536
576
504
532
550
Elementary Initial
(350, 186)
(410, 166)
(386, 118)
(418,114)
(437, 113)
201
197
155
150
160
Middle Level Initial
(164, 37)
(164, 33)
(125, 30)
(139,11)
(136, 24)
473
282
301
270
320
Secondary Initial
(282, 191)
(173, 109)
(182, 119)
(185, 85)
(227, 93)
182
350
381
328
203 5
All Level Initial
(44, 138)
(217, 133)
(234, 147)
(216,112)
(132, 71)
36
56
52
122
264
Supplemental
(13,23)
(43, 13)
(44, 8)
(99, 23)
(147, 117)
1472
1339
1322
1402
1389
Total Certification Areas
(776, 696)
(780 , 559)
(744, 578)
(939, 463)
(852, 516)
1
From the College of Education Certification Office
2
Numerals in parentheses are undergraduate and post-baccalaureate enrollments
3
The undergraduate data represent students enrolled teacher education programs (juniors and seniors)
4
Some data are duplicated when students seek more than one certificate (e.g., a student is
working
on both an initial and supplemental certificate simultaneously)
5
Does not include EC-6/EC-6 Elementary generalist/Special Education EC-12 in this number
Curriculum & Instruction
18
TTU College of Education
Graduate Program Enrollment
Source: Institutional Research and Information Mgmt
Name of Program
Curriculum & Instruction
Bilingual Education
Elementary Education
Language Literacy Education
Secondary Education
2004-2005
59
9
14
19
12
Comparison of Degrees Awarded Fall Data
Washington State University Bilingual Education
Bachelor
Master
Doctoral
Washington State University Curriculum & Instruction
Bachelor
Master
Doctoral
Washington State University Elementary Education
Bachelor
Master
Doctoral
Washington State University Secondary Education
Bachelor
Master
Doctoral
Washington State University Language Literacy Education
Bachelor
Master
Doctoral
University of Oklahoma
Bachelor
Master
Doctoral
Iowa State University
Bachelor
Master
Doctoral
Texas Tech - Total C&I
Bachelor
Master
Doctoral
2005-2006
59
9
14
19
12
04/05
2006-2007
80
4
34
11
26
05/06
N/A
2007-2008
88
8
31
8
14
06/07
2008-2009
84
7
42
11
9
07/08
2009-2010
93
6
29
15
14
08/09
09/10
N/A
N/A
N/A
N/A
2
3
5
5
N/A
6
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
3
1
5
3
13
9
2
1
1
1
249
246
280
328
258
292
2
3
1
6
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
6
14
7
7
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
11
23
23
25
33
30
3
3
4
1
3
3
2
0
0
0
0
0
0
24
12
26
16
25
17
7
8
14
12
6
4
207
153
126
132
93
112
26
29
29
34
37
25
4
9
13
11
7
8
84
83
126
87
110
0
54
56
57
53
21
0
1
8
5
12
6
0
Curriculum & Instruction
19
E. Course enrollments over the past six years (enrollment trends by course)
 Figures are totals – classes may be offered more than once a year
Course Enrollments by Academic Year
Source: Institutional Research and Information Mgmt
Table Prepared by The Graduate School
2008-09
DEPT
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
Subject
EDBL
EDBL
EDBL
EDBL
EDBL
EDBL
EDBL
EDBL
EDBL
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDEL
EDEL
EDEL
EDEL
EDEL
EDEL
EDEL
EDEL
EDEL
COURSE
5332
5333
5334
5336
5337
5338
5393
7000
8000
5306
5310
5320
5321
5330
5333
5335
5371
5373
5377
5380
5381
6000
6306
6320
6333
6393
7000
8000
5360
5370
5375
6306
6360
6370
6375
7000
8000
2004-05
18
11
30
8
10
12
2
3
12
13
92
65
14
0
0
0
0
0
0
32
0
1
39
0
0
4
29
26
90
106
105
0
32
25
37
8
1
2005-06
5
9
12
5
11
13
0
6
13
9
105
61
0
0
8
0
0
0
0
18
0
2
44
3
6
7
30
30
121
109
105
13
17
49
21
12
4
2006-07
5
5
18
3
2
7
0
15
9
22
84
47
12
0
38
14
0
0
0
43
0
0
63
0
5
11
40
35
79
105
99
0
27
27
38
16
2
2007-08
27
10
19
6
21
7
0
12
7
32
55
55
8
9
5
6
11
10
0
40
0
5
74
0
4
29
50
58
69
74
70
11
21
16
11
11
0
(Fall 08
only)
13
0
5
7
0
11
1
4
1
8
36
10
0
0
17
0
0
0
12
9
0
1
30
0
0
1
16
20
23
22
19
0
0
12
0
1
0
2009-10
Total
68
35
84
29
44
50
3
40
42
84
372
238
34
9
68
20
11
10
12
142
0
9
250
3
15
52
165
169
382
416
398
24
97
129
107
48
7
Curriculum & Instruction
20
2008-09
DEPT
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
EDCI
Totals
Subject
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDLL
EDSE
EDSE
EDSE
EDSE
EDSE
EDSE
EDSE
COURSE
5340
5341
5342
5343
5344
5345
5348
5350
5351
5353
5355
5356
5393
6000
6341
6344
6347
6349
6350
6351
6353
7000
8000
5305
5320
5331
5377
6000
7000
8000
2004-05
112
100
18
5
99
17
0
100
98
0
15
34
5
0
0
10
8
11
16
10
0
9
19
109
112
105
0
0
1
0
1838
2005-06
136
103
21
0
115
0
14
134
120
13
17
21
2
0
18
7
0
19
13
5
17
38
19
96
102
90
22
1
3
1
1995
2006-07
81
90
17
6
117
16
11
83
76
8
5
14
3
0
0
0
10
14
15
9
9
18
35
68
56
58
0
1
1
2
1694
2007-08
91
61
10
6
68
6
9
85
84
4
10
10
3
3
7
16
8
0
13
25
8
14
38
64
39
46
0
0
3
0
1574
(Fall 08
only)
26
34
0
0
27
13
9
21
29
9
0
0
0
0
0
0
5
10
0
6
0
3
5
22
24
21
0
0
0
0
543
2009-10
0
Total
446
388
66
17
426
52
43
423
407
34
47
79
13
3
25
33
31
54
57
55
34
82
116
359
333
320
22
2
8
3
7644
Curriculum & Instruction
21
F. Courses cross listed
There are no cross listed courses in the Department of Curriculum and Instruction.
A number of programs in the department culminate with a teaching certificate as well as with a
degree. One measure of program quality is the passing rate on the state mandated licensure
examination, the Texas Examination of Educator Standards (TExES).
TExES Initial Pass Rates
Year
2009-2010
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Initial Pass
Rate
95%
97%
97%
96%
96%
93%
Number of
Test Takers
606
598
675
679
621
610
Another measure of program quality is student responses on the end-of-course university
required assessment. The following data are in response to question #11, ―Overall this course
was a valuable learning experience.”
Graduate and Undergraduate
Student Evaluation of Course 1
Question #11: Overall this course was a valuable learning experience
College
Fall 2004
Fall 2005 Fall 2006
Fall 2007
Fall 2008 Fall 2009
Agriculture
4.25
4.23
4.22
4.14
4.31
4.25
Architecture
4.03
4.08
4.10
4.12
4.17
4.15
A&S
4.12
4.11
4.12
4.14
4.17
4.17
Business
4.08
4.09
4.15
4.11
4.20
4.25
Education 2
4.30 (2)
4.37 (1)
4.37 (2)
4.36 (2)
4.35 (2)
4.39 (1)
C&I
4.22
4.36
4.38
4.35
4.33
4.35
EP&L
4.47
4.39
4.33
4.39
4.40
4.48
Engineering
4.04
4.04
4.04
4.01
4.01
4.01
Honors
4.51
4.46
4.30
4.47
4.45
4.53
Human Sciences
4.16
4.15
4.22
4.22
4.23
4.28
Inter-disciplinary
4.16
3.92
3.93
4.11
4.09
4.19
Law
4.31
4.36
4.37
4.37
4.48
4.45
Mass Comm.
4.30
4.16
4.27
4.30
4.30
4.25
V&PA
4.36
4.32
4.43
4.45
4.43
4.33
Mean
4.22
4.19
4.21
4.18
4.21
4.21
1
TTU Data Warehouse
2
COE ranking among TTU traditional colleges (excluding Honors, Inter-disciplinary, and Law)
appears in parentheses.
Curriculum & Instruction
22
The department also conducts an end-of-program survey of master’s students. The survey has
been conducted for several years with data being used to make improvements to instruction and
program development. Question 23, ―Your overall rating of your graduate education experience,‖ is
of particular general interest. The latest data, from 2009-2010 follow:
Curriculum & Instruction
2
Graduate Student Survey – 2009-2010
Curriculum and Instruction
Program N
q1
q2
q3
q4
q5
q6
q7
q8
q9
q10
q11
q12
q13
q14
q15
q16
q17
q18
q19
q20
q21
q22
q23
q24
q25
q26
q27
q28
q29
q30
q31
EDBL
8
4.67
4.67
4.67
4.83
4.67
4.67
4.50
5.00
4.67
4.67
4.00
4.40
4.00
3.80
4.60
4.50
3.50
4.83
4.50
4.67
4.33
4.33
4.25
4.38
4.63
4.50
4.50
4.38
4.50
4.63
4.63
EDCI
12
4.17
4.33
4.18
4.33
4.33
4.50
4.42
4.42
4.17
4.42
3.83
4.17
3.92
4.08
4.00
4.25
4.00
4.25
4.08
4.33
4.17
4.33
4.33
4.42
4.17
4.17
4.08
3.92
3.92
4.08
4.17
EDEC
5
3.50
3.50
3.50
3.50
3.50
4.00
4.00
4.00
4.00
4.00
3.00
4.00
4.00
4.00
4.00
5.00
4.00
5.00
5.00
5.00
4.00
4.00
4.80
4.80
5.00
4.80
4.80
4.80
4.80
4.80
4.80
EDEL
38
4.00
4.14
4.06
4.47
4.39
4.50
4.33
4.39
4.00
4.25
3.56
4.17
3.97
4.03
4.14
4.44
3.94
4.14
4.17
4.36
4.22
4.31
4.37
4.50
4.50
4.26
4.45
4.18
4.45
4.42
4.61
EDLL
13
4.62
4.69
4.62
4.83
4.50
4.77
4.77
4.77
4.85
4.69
4.67
4.77
4.08
4.46
4.77
4.85
3.92
4.69
4.62
4.85
4.62
4.54
4.92
4.85
4.85
4.77
4.85
4.85
4.31
4.62
4.77
EDSE
15
3.64
4.13
3.87
4.47
4.07
4.40
4.07
4.07
4.00
3.67
3.60
4.27
3.67
3.67
4.13
3.67
3.71
3.93
3.64
4.00
4.00
3.64
3.93
4.20
4.47
4.40
4.67
4.07
4.40
4.53
4.73
1
5.00
5.00
5.00
5.00
5.00
5.00
3.00
4.00
4.00
4.00
4.00
5.00
5.00
5.00
4.00
5.00
4.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
BLANK
1 – Poor
2 – Fair
3 – Satisfactory
1. Historical development in your major field
2. Philosophical development in your major field
3. Legal and ethical issues in your major field
4. Contemporary issues in your major field
5. Social and political issues in your major field
6. Curriculum and instruction theories
7. Child/adolescent development theories
8. Learning theories
9. Motivation theories
10. Research theories (e.g., research designs and measurement theories)
11. Special needs of children/students
12. Multi-cultural issues and perspectives
13. Quantitative research skills
14. Qualitative research skills
15. Identifying problem skills
16. Literature search skills
17. Development of measurement instruments skills
18. Oral communication skills
19. Professional writing skill
20. Personal skills
4 – Good
5 – Excellent
21. Problem-solving skills
22. Leadership skills
23. Your overall rating of your graduate education experience
24. Professors’ preparation and presentation of course material
25. Professors’ interest in students’ learning and development
26. Availability of professors when students need help
27. Supportiveness of professors for students’ academic needs
28. Supportiveness of professors for students’ non-academic needs
29. Assistance of professors in students’ future study and emplymnt
30. Professors providing adequate advice in my academic pursuit
31. Student/faculty ratio for appropriate class sizes and interaction
Curriculum & Instruction
24
III. Faculty
A. Number, rank, and demographics of the graduate faculty
100
Teaching Resources (College of Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
90
80
70
60
50
40
30
20
10
0
04/05
05/06
06/07
07/08
08/09
09/10
Tenured/Tenure Track f aculty
58
59
60
62
68
68
Non-tenure track f aculty
52
57
70
68
70
92
GPTI
14
16
13
13
9
8
TA's
0
0
0
0
5
2
Tenured and Tenure-Track by Rank - Fall Data
(College of Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
35
30
25
20
15
10
5
0
Horn Prof essor
Prof essor
Associate Prof essor
Assistant Prof essor
04/05
1
7
27
23
05/06
1
8
26
24
06/07
1
8
27
24
07/08
1
9
25
27
08/09
1
9
32
24
09/10
1
10
32
24
Curriculum & Instruction
25
Comparison of Full-time Faculty
Washington State University Bilingual Education
Tenure/Tenure Track
Non-tenure track
TA's
Washington State University Curriculum & Instruction
Tenure/Tenure Track
Non-tenure track
TA's
Washington State University Elementary Education
Tenure/Tenure Track
Non-tenure track
TA's
Washington State University Secondary Education
Tenure/Tenure Track
Non-tenure track
TA's
Washington State University Language Literacy Education
Tenure/Tenure Track
Non-tenure track
TA's
University of Oklahoma
Tenure/Tenure Track
Non-tenure track
TA's
Iowa State University
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech
Tenure/Tenure Track
Non-tenure track
GPTI's
TA's
04/05
05/06
06/07
07/08
08/09
09/10
3
4
5
5
6
6
3
1
1
1
0
0
0
0
0
0
0
0
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
8
7
7
7
8
7
10
10
9
9
8
7
0
0
0
0
0
0
4
4
4
3
3
3
1
1
1
2
2
2
0
0
0
0
0
0
6
7
7
6
5
5
0
0
1
1
1
1
0
0
0
0
0
0
16
17
17
17
17
16
2
1
1
1
1
1
14
14
14
14
14
14
30
26
29
28
24
24
14
17
13
14
12
12
9
9
10
11
7
8
58
59
60
62
68
68
52
57
70
68
70
92
14
16
13
13
9
8
0
0
0
0
5
2
Texas Tech data are for the College of Education, not the Department of Curriculum and Instruction
Curriculum & Instruction
26
B. List of faculty members
List all faculty who were employed by your College during the six years of this review
(As approved by the Graduate School, this listing does not include numerous part-time faculties.)
Faculty
Curriculum and Instruction
Faculty Member
Agnello, Mary Frances
Aguirre-Munoz, Zenaida
Akrofi, Amma
Anderson, Connie
Anderton, Arla Jo
Atcheson, Judi
Benavides, Alfredo
Biggers, Mandy
Blais, Tanya
Box, Cathy
Button, Katie
Cooper, Sandra
Coward, Fanni
Craig, Dana
Dennis, Jody
Duke, Lynn
Farley, Andrew
Fehr, Mary
Fox, Kelly
Furgerson, Paige
Geer, Charles
Godina, Heriberto
Halsey, Pam
Hamman, Douglas
Janisch, Carole
Jung, Eun Joo
Johnson, Peggy
Lesley, Mellinee
Lupton, Jan
Matteson, Shirley
Matthews, Kimberly
McLaren, Andra
Mcmillan, Sally
Midobuche, Eva
Mitchell, Alyson
Morgan-Fleming, Barbara
Munoz, Juan
Myers, Susan
Narayan, Ratna
Ortiz, Rebecca
Osei-Kofi, Nana
Pratt, Bobbi
Pratt, Comfort
Price, Margaret
Job Title
Faculty
Rank
Associate
Associate
Associate
Associate
Instructor
Instructor
Full
Instructor
Instructor
Instructor
Associate
Associate
Assistant
Instructor
Instructor
Instructor
Associate
Assistant
Assistant
Assistant
Associate
Associate
Instructor
Associate
Associate
Assistant
Associate
Associate
Instructor
Assistant
Instructor
Instructor
Associate
Full
Instructor
Associate
Associate
Associate
Assistant
Assistant
V. Asst
Instructor
Assistant
Associate
Hire
Date
End
Date
Graduate
Faculty
9/04
9/04
9/01
9/01
9/09
9/02
9/01
9/08
9/07
9/07
9/91
9/01
1/08
1/92
1/02
1/02
9/05
1/03
3/02
9/00
9/79
9/05
9/98
8/02
1/95
9/04
9/92
8/02
9/01
9/08
9/09
1/99
9/01
9/01
8/04
9/94
9/04
8/02
9/05
8/08
9/04
9/99
9/04
7/98
------------5/10
5/07
---5/09
5/09
5/08
---8/07
------------8/07
------8/10
8/08
5/07
---------8/05
------------------------------------------8/05
----------
Y
Y
Y
Y
N
N
Y
N
N
N
Y
Y
Y
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
N
N
Y
Y
N
Y
Y
Y
Y
Y
Y
N
Y
Y
Curriculum & Instruction
27
Faculty Member
Reece-Miller, Paul
Ruch, Charles
Salazar, Dora
Saldana, Rene
Santos, Sheryl
Scott, Patti
Sheets, Rosa Hernandez
Simpson, Doug
Skoog, Gerald
Smith, Walter
Sowder, Sheri
Spears, Karen
Stocks, Gale
Talkmitt, Susan
Thomas, Julie
Todd, Reese
Torres, Ana
Walker, Trenia
Watson, Patricia
Wilhelm, Jennifer
Willey, Ruby
Job Title
Faculty
Rank
Associate
Full
Assistant
Assistant
Full
Instructor
Associate
Full
Full
Full
Instructor
Instructor
Instructor
Instructor
Associate
Associate
Instructor
Associate
Assistant
Associate
Instructor
Hire
Date
End
Date
Graduate
Faculty
9/08
6/09
9/06
9/06
7/03
9/09
9/02
8/02
9/69
8/06
9/03
9/02
1/98
9/96
9/95
9/03
6/07
9/09
9/03
9/01
9/06
8/10
---------5/10
---------8/04
---5/07
---------5/07
------------8/09
5/07
Y
N
Y
Y
Y
N
Y
Y
Y
Y
N
Y
N
N
Y
Y
Y
Y
Y
Y
N
C. Summary of the number of refereed publications and creative activities. Note the
following data of scholarly productivity and service are from data sets organized by
calendar rather than academic years.
Publications
Department of Curriculum and Instruction
Publication Type
2004
F=40
2005
F=45
2006
F=47
2007
F=46
2008
F=49
2009
F=49
41
42
51
69
44
42
8
4
5
2
10
5
6
9
5
9
9
9
46
83
85
99
93
92
Refereed Articles
Books/Book Chapters
Other Publications
Presentation/Posters
F = number of full time faculty
Curriculum & Instruction
28
D. Responsibilities and leadership in professional societies
Professional Society Leadership
Department of Curriculum and Instruction
2004
F=40
Professional Leadership
Editor/Editorial
Executive Board
Officer in National Org.
Committees
F = number of full time faculty
Faculty Name
2005
F=45
2006
F=47
2007
F=46
2008
F=49
2009
F=49
16
6
1
11
16
6
3
14
11
12
2
12
8
10
1
14
12
16
2
23
13
6
2
9
Committee Service
Department of Curriculum and Instruction
Committees
Committees
Served in
Chaired
Department
Masters Doctoral Masters Doctoral
Mary Frances
Agnello
Zenaida AguirreMunoz
Amma Akrofi
Connie Anderson
Alfredo Benavides
Katie Button
Fanny Coward
Mary Fehr
Pamela Halsey
Doug Hamman
Carole Janisch
Peggie Johnson
Mellinee Lesley
Shirley Matteson
Sally McMillan
Eva Midobuche
2
5
1
1
3
7
2
5
3
1
6
2
3
9
3
20
1
6
1
Committees
Served outside
department
Masters Doctoral
1
1
2
1
1
3
2
3
12
1
2
6
1
2
3
Curriculum & Instruction
29
Faculty Name
Barbara MorganFleming
Susan Myers
Ratna Narayan
Patricia Patrick
Comfort Pratt
Margaret Price
Paul Reece-Miller
Dora Salazar
Rene Saldanar
Rosa Sheets
Doug Simpson
Reese Todd
Trenia Walker
Patricia Watson
Jennifer Wilhelem
1
Committees
Served in
Department
Masters Doctoral Masters Doctoral
Committees
Chaired
1
1
2
2
4
9
3
1
14
1
2
1
11
3
5
4
25
7
1
2
Committees
Served outside
department
Masters Doctoral
3
9
6
3
9
9
5
3
3
2
87 1
5
3
4
3
1
4
Large number at another university with a different type of program
Curriculum & Instruction
30
One measure of faculty quality is to consider student responses on the end-of-course university
required assessment. The following data are in response to question #1, “Overall this instructor
was effective,” and question #11, “Overall this course was a valuable learning experience.”
Graduate and Undergraduate
Student Evaluation of Instructor 1
Question #1: Overall this instructor was effective.
College
Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Agriculture
4.35
4.28
4.29
4.20
4.35
4.32
Architecture
4.05
4.09
4.11
4.14
4.16
4.13
A&S
4.27
4.27
4.27
4.28
4.30
4.29
Business
4.21
4.24
4.27
4.21
4.33
4.35
Education
4.39 (2) 2
4.46 (1)
4.47 (2)
4.49 (2) 4.46 (2) 4.44 (1)
C&I
4.35
4.47
4.51
4.50
4.47
4.43
EP&L
4.49
4.44
4.34
4.45
4.45
4.48
Engineering
4.08
4.09
4.11
4.09
4.08
4.06
Honors
4.60
4.54
4.42
4.59
4.59
4.65
Human Sciences
4.26
4.23
4.27
4.29
4.32
4.35
Inter-disciplinary
4.46
4.16
4.25
4.44
4.38
4.44
Law
4.32
4.38
4.38
4.37
4.47
4.41
Mass Comm.
4.39
4.27
4.36
4.38
4.42
4.34
V&PA
4.46
4.40
4.52
4.51
4.50
4.40
Mean
4.32
4.28
4.31
4.28
4.32
4.30
1
TTU Data Warehouse
2
COE rank among TTU traditional colleges (excluding Honors, Inter-disciplinary, and Law)
appears in parentheses.
Graduate and Undergraduate
Student Evaluation of Course 1
Question #11: Overall this course was a valuable learning experience
College
Fall 2004
Fall 2005 Fall 2006
Fall 2007
Fall 2008 Fall 2009
Agriculture
4.25
4.23
4.22
4.14
4.31
4.25
Architecture
4.03
4.08
4.10
4.12
4.17
4.15
A&S
4.12
4.11
4.12
4.14
4.17
4.17
Business
4.08
4.09
4.15
4.11
4.20
4.25
Education 2
4.30 (2)
4.37 (1)
4.37 (2)
4.36 (2)
4.35 (2)
4.39 (1)
C&I
4.22
4.36
4.38
4.35
4.33
4.35
EP&L
4.47
4.39
4.33
4.39
4.40
4.48
Engineering
4.04
4.04
4.04
4.01
4.01
4.01
Honors
4.51
4.46
4.30
4.47
4.45
4.53
Human Sciences
4.16
4.15
4.22
4.22
4.23
4.28
Inter-disciplinary
4.16
3.92
3.93
4.11
4.09
4.19
Law
4.31
4.36
4.37
4.37
4.48
4.45
Mass Comm.
4.30
4.16
4.27
4.30
4.30
4.25
V&PA
4.36
4.32
4.43
4.45
4.43
4.33
Mean
4.22
4.19
4.21
4.18
4.21
4.21
1
TTU Data Warehouse
2
COE ranking among TTU traditional colleges (excluding Honors, Inter-disciplinary, and Law)
appears in parentheses
Curriculum & Instruction
31
E. Assess average faculty productivity for Fall semesters only
Faculty Workload
2004
2005
2006
2007
2008
2009
University
16.23
15.82
16.08
15.44
15.55
16.30
College
16.74
16.05
18.17
18.47
19.33
17.30
College SCH/FTE - Fall Data (Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
250
200
150
100
50
0
SCH/FTE f or total f aculty
2004
2005
2006
2007
2008
2009
193
185
177
167
157
163
Curriculum & Instruction
32
IV. Graduate Students
An Overview of students in the Department of Curriculum and Instruction
Students follow basic guidelines regarding the courses allowed for their program. The
guidelines are provided by the Graduate School and department through advisors, degree plans,
graduate student handbooks, and online directions. Degree plans are flexible and for course
options both inside and outside the department. The number of outside courses vary with the
program, but students are encouraged to include them as part of their program. Because the
college often functions as a whole, rather than as two departments, it is very common for
students to take courses from both departments. Students are also encouraged to take courses
outside the college, but again this varies by program. At an extreme is the Masters of Science
degree in Multidisciplinary Science, with all but two courses outside the college. Also, the
master’s degree in secondary education has about one half of coursework outside the college.
The number of hours for master’s programs is 36 hours without a thesis, or 30 hours with a
thesis. The approximate timeframe for program completion varies, and is greatly a function of
many graduate students working full-time in professional educator capacities. However,
students are encouraged to complete programs as efficiently as possible. The department does
provide a variety of non-traditional schedules, including extensive summer, evening, weekend,
and distance programs to accommodate students’ needs.
A variety of procedures exist to periodically review graduate course offerings and course
content, and to review the teaching performance in those courses. Students complete course and
instructor evaluations twice a year, double the university requirement. These evaluations
become part of the annual faculty review discussions between the department chairperson and
faculty members. Also, program faculty meet on regular basis and review student learning
outcome data from program assessment plans, and faculty members also participate in the
annual Strategic Planning Assessment Report process.
The department and college are attempting to generate greater funding for graduate
assistantships. Unfortunately, they are still fairly limited so that most graduate students are
admitted into programs without having an assistantship.
Relatively few master’s degree candidates select to complete a thesis. Therefore, few are
published. However, many doctoral students do publish articles from their dissertations, often
in conjunction with their major professor. The COE also budgets up to $10,000 per semester to
support graduate students traveling to conferences to present papers. For example, in fall 2009,
35 doctoral and master’s students received from $150 to $500 stipends to present at
conferences.
Curriculum & Instruction
33
A. Demographics of applicants and enrolled students
Graduate Student Summary by Category - Fall Data
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
49
39
7
11
2005
39
24
7
8
2006
53
35
6
16
2007
45
32
5
11
2008
50
32
7
17
2009
63
44
18
15
Graduate Student Summary by Year - Fall Data
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
Total Applicants
49
39
53
45
50
63
Total Admitted
39
24
35
32
32
44
New Grad Students
7
7
6
5
7
18
Students Graduated
11
8
16
11
17
15
Curriculum & Instruction
34
Graduate Applicants by Region - Fall/Summer Data
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
45
40
35
30
25
20
15
10
5
0
Blank Code
TX
USA
INT'L
2004
10
27
3
9
2005
4
23
2
10
2006
3
41
2
7
2007
2
35
3
5
2008
14
21
1
14
2009
19
39
1
4
Graduate Student Summary by Category - Fall Data
(Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
25
20
15
10
5
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
20
5
1
2
2005
8
3
1
5
2006
5
2
0
5
2007
16
10
3
1
2008
11
5
1
1
2009
10
6
1
2
Curriculum & Instruction
35
Graduate Student Summary by Year - Fall Data
(Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
25
20
15
10
5
0
2004
2005
2006
2007
2008
2009
Total Applicants
20
8
5
16
11
10
Total Admitted
5
3
2
10
5
6
New Grad Students
1
1
0
3
1
1
Students Graduated
2
5
5
1
1
2
Graduate Applicants by Region - Fall/Summer Data
(Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
16
14
12
10
8
6
4
2
0
Blank Code
TX
USA
INT'L
2004
1
14
2
3
2005
0
7
0
1
2006
0
2
1
2
2007
3
7
2
4
2008
3
6
1
1
2009
6
4
0
0
Curriculum & Instruction
36
Graduate Student Summary by Category - Fall Data
(Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
41
16
0
18
2005
41
20
2
30
2006
53
30
1
29
2007
48
31
5
31
2008
58
37
5
29
2009
38
20
2
34
Graduate Student Summary by Year - Fall Data
(Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
Total Applicants
41
41
53
48
58
38
Total Admitted
16
20
30
31
37
20
New Grad Students
0
2
1
5
5
2
Students Graduated
18
30
29
31
29
34
Curriculum & Instruction
37
Graduate Applicants by Region - Fall/Summer Data
(Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
60
50
40
30
20
10
0
Blank Code
TX
USA
INT'L
2004
2
38
0
1
2005
2
38
1
0
2006
3
48
2
0
2007
1
44
2
1
2008
4
52
2
0
2009
5
31
2
0
Graduate Student Summary by Category - Fall Data
(Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
20
18
16
14
12
10
8
6
4
2
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
19
16
5
7
2005
8
4
1
5
2006
14
8
3
9
2007
13
7
2
6
2008
11
8
3
5
2009
13
10
5
6
Curriculum & Instruction
38
Graduate Student Summary by Year - Fall Data
(Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
20
18
16
14
12
10
8
6
4
2
0
2004
2005
2006
2007
2008
2009
Total Applicants
19
8
14
13
11
13
Total Admitted
16
4
8
7
8
10
New Grad Students
5
1
3
2
3
5
Students Graduated
7
5
9
6
5
6
Graduate Applicants by Region - Fall/Summer Data
(Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
18
16
14
12
10
8
6
4
2
0
Blank Code
TX
USA
INT'L
2004
3
16
0
0
2005
0
7
1
0
2006
1
12
0
1
2007
2
10
0
1
2008
1
10
0
0
2009
3
9
0
1
Curriculum & Instruction
39
Graduate Student Summary by Category - Fall Data
(Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
45
40
35
30
25
20
15
10
5
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
19
9
3
7
2005
18
8
2
8
2006
39
23
0
7
2007
29
11
3
15
2008
19
9
2
7
2009
35
17
6
6
Graduate Student Summary by Year - Fall Data
(Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
45
40
35
30
25
20
15
10
5
0
2004
2005
2006
2007
2008
2009
Total Applicants
19
18
39
29
19
35
Total Admitted
9
8
23
11
9
17
New Grad Students
3
2
0
3
2
6
Students Graduated
7
8
7
15
7
6
Curriculum & Instruction
40
Graduate Student Summary by Year - Fall Data
(Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
45
40
35
30
25
20
15
10
5
0
2004
2005
2006
2007
2008
2009
Total Applicants
19
18
39
29
19
35
Total Admitted
9
8
23
11
9
17
New Grad Students
3
2
0
3
2
6
Students Graduated
7
8
7
15
7
6
Curriculum & Instruction
41
Curriculum & Instruction:
Graduate Applicants - Fall Data
2004
F
M
2005
2006
2007
2008
2009
F
M
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
2
7
5
2
21
0
0
0
0
3
0
9
0
0
1
1
6
2
20
0
0
1
2
3
0
3
0
3
1
10
2
4
22
1
0
0
2
3
0
5
0
0
1
2
2
2
25
0
0
2
2
3
1
5
0
0
1
7
9
1
18
0
0
0
3
4
0
7
0
1
2
9
7
0
27
0
0
1
1
2
0
13
Gender Total
37
12
30
9
42
11
32
13
36
14
46
17
49
Total Applicants
39
53
Admitted Graduate Students - Fall Data
2004
2005
F
M
45
50
63
2006
2007
2008
2009
F
M
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
1
6
5
1
18
0
0
0
0
3
0
5
0
0
0
1
3
1
16
0
0
1
1
0
0
1
0
0
1
6
1
3
16
1
0
0
2
3
0
2
0
0
1
2
2
2
19
0
0
0
1
2
0
3
0
0
1
6
4
0
11
0
0
0
2
3
0
5
0
1
1
7
4
0
19
0
0
1
0
0
0
11
Gender Total
31
8
21
3
27
8
26
6
22
10
32
12
39
Total Admitted
24
35
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
32
32
44
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
2
2
1
2
0
0
0
0
0
0
0
0
0
0
0
1
1
4
0
0
1
0
0
0
0
0
0
0
0
1
1
2
0
0
0
0
2
0
0
0
0
0
0
0
0
4
0
0
0
0
0
0
1
0
0
0
1
1
0
1
0
0
0
1
0
0
3
0
1
1
3
0
0
7
0
0
0
0
0
0
6
Gender Total
7
0
6
1
4
2
4
1
3
4
12
6
Total Enrolled
7
7
6
5
7
18
Curriculum & Instruction
42
Curriculum & Instruction continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
2009
F
F
M
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
2
0
Black
1
0
1
1
1
1
2
1
2
0
3
1
Hispanic
7
0
8
2
11
3
9
5
12
5
15
3
Non-Resident
8
5
9
3
5
5
5
3
4
4
4
4
Unknown
2
1
3
0
3
0
5
0
3
0
1
0
White
28
7
33
10
42
9
48
10
45
9
46
14
Gender Total
46
13
54
16
62
18
69
19
66
18
71
22
59
Graduate
70
80
88
84
93
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
F
M
F
M
F
M
F
M
F
2009
M
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
0
0
0
0
0
Gender Total
0
0
0
0
0
0
0
0
0
0
0
0
Undergraduate
0
0
0
0
0
0
Curriculum & Instruction
43
Bilingual Education:
Graduate Applicants - Fall Data
2004
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
Gender Total
M
2005
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
0
0
1
8
1
0
0
0
0
0
7
1
0
2
0
0
0
2
1
0
2
0
0
0
3
0
0
0
0
0
0
1
1
1
1
0
0
0
0
0
0
1
0
0
0
3
4
0
2
0
0
0
6
0
0
1
0
0
0
3
1
0
5
0
0
0
2
0
0
0
0
0
1
1
0
0
3
0
0
0
4
0
0
1
10
10
5
3
4
1
9
7
9
2
5
5
20
Total Applicants
8
Admitted Graduate Students - Fall Data
2004
F
M
5
16
11
10
2005
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
2
0
0
0
0
0
0
2
1
0
0
0
0
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
0
0
2
1
0
2
0
0
0
5
0
0
0
0
0
0
1
1
0
1
0
0
0
2
0
0
0
0
0
0
0
0
0
3
0
0
0
2
0
0
1
Gender Total
2
3
2
1
2
0
5
5
3
2
3
3
5
Total Admitted
3
2
Enrolled New Graduate Students - Fall Data
2004
2005
F
M
10
5
6
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
Gender Total
1
0
1
0
0
0
2
1
1
0
0
1
Total Enrolled
1
1
0
3
1
1
Curriculum & Instruction
44
Bilingual Education continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
2009
F
F
M
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
7
2
5
2
2
1
3
3
4
1
1
1
Non-Resident
0
0
0
0
0
0
0
0
1
0
1
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
1
0
1
0
2
0
1
0
2
1
Gender Total
7
2
6
2
3
1
5
3
6
1
4
2
9
Graduate
8
4
8
7
6
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
F
M
F
M
F
M
F
M
F
M
2009
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
2
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
0
0
0
0
0
Gender Total
0
0
2
0
0
0
0
0
0
0
0
0
Undergraduate
0
2
0
0
0
0
Curriculum & Instruction
45
Elementary Education:
Graduate Applicants - Fall Data
2004
2005
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
3
1
0
37
0
0
0
0
0
0
0
0
0
2
1
0
0
38
0
0
0
0
0
0
0
0
0
5
2
0
1
44
0
0
0
0
0
0
1
0
0
2
4
0
1
39
0
0
0
0
0
0
2
0
2
1
6
0
2
44
0
0
1
1
0
0
1
0
0
1
4
0
1
30
0
0
0
0
0
0
2
Gender Total
41
0
41
0
52
1
46
2
55
3
36
2
41
Total Applicants
41
53
Admitted Graduate Students - Fall Data
2004
2005
48
58
38
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
15
0
0
0
0
0
0
0
0
0
0
1
0
0
19
0
0
0
0
0
0
0
0
0
1
0
0
0
29
0
0
0
0
0
0
0
0
0
1
2
0
1
26
0
0
0
0
0
0
1
0
2
1
2
0
1
28
0
0
1
1
0
0
1
0
0
0
2
0
0
18
0
0
0
0
0
0
0
Gender Total
16
0
20
0
30
0
30
1
34
3
20
0
16
Total Admitted
20
Enrolled New Graduate Students - Fall Data
2004
2005
F
M
F
M
30
31
37
20
2006
2007
2008
2009
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
1
3
0
0
0
0
0
0
0
0
0
0
0
0
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
Gender Total
0
0
1
1
1
0
5
0
5
0
2
0
Total Enrolled
0
2
1
5
5
2
Curriculum & Instruction
46
Elementary Education continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
2009
F
F
M
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
2
0
1
0
Black
0
0
0
0
1
0
1
0
2
1
3
1
Hispanic
0
0
1
0
0
0
4
0
4
1
3
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
1
0
1
0
0
0
White
14
0
19
1
32
1
25
0
29
2
20
1
Gender Total
14
0
20
1
33
1
31
0
38
4
27
2
14
Graduate
21
34
31
42
29
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
F
M
F
M
F
M
F
M
F
2009
M
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
1
0
1
0
0
0
Gender Total
0
0
0
0
0
0
1
0
1
0
0
0
Undergraduate
0
0
0
1
1
0
Curriculum & Instruction
47
Language Literacy Education:
Graduate Applicants - Fall Data
2004
F
2005
2006
2007
2008
2009
M
F
M
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
1
0
0
1
0
0
17
0
0
0
0
0
0
0
0
0
0
0
1
0
7
0
0
0
0
0
0
0
0
0
0
1
0
1
12
0
0
0
0
0
0
0
0
0
0
1
1
0
11
0
0
0
0
0
0
0
0
0
1
2
0
0
8
0
0
0
0
0
0
0
0
0
0
4
1
0
6
0
0
0
0
0
0
2
Gender Total
19
0
8
0
14
0
13
0
11
0
11
2
19
Total Applicants
8
14
Admitted Graduate Students - Fall Data
2004 2005
F
M
F
M
13
11
13
2006
2007
2008
2009
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
1
0
0
1
0
0
14
0
0
0
0
0
0
0
0
0
0
0
1
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
8
0
0
0
0
0
0
0
0
0
0
0
1
0
6
0
0
0
0
0
0
0
0
0
1
2
0
0
5
0
0
0
0
0
0
0
0
0
0
4
1
0
4
0
0
0
0
0
0
1
Gender Total
16
0
4
0
8
0
7
0
8
0
9
1
16
Total Admitted
4
8
Enrolled New Graduate Students - Fall Data
2004 2005 2006
F
M
F
M
F
M
7
8
10
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
1
0
0
1
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
2
1
0
2
0
0
0
0
0
0
0
Gender Total
5
0
1
0
3
0
2
0
3
0
5
0
Total Enrolled
5
1
3
2
3
5
Curriculum & Instruction
48
Language Literacy Education continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
2009
F
F
M
M
American Indian
1
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
1
0
0
0
0
0
0
0
0
0
1
0
Hispanic
1
0
0
0
1
0
0
0
1
0
4
0
Non-Resident
1
0
1
0
0
0
0
0
0
0
1
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
15
0
10
0
10
0
8
0
10
0
8
1
Gender Total
19
0
11
0
11
0
8
0
11
0
14
1
19
Graduate
11
11
8
11
15
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
F
M
F
M
F
M
F
M
F
2009
M
F
M
American Indian
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
0
0
0
0
0
Gender Total
0
0
0
0
0
0
0
0
0
0
0
0
Undergraduate
0
0
0
0
0
0
Curriculum & Instruction
49
Secondary Education:
Graduate Applicants - Fall Data
2004
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
1
1
1
0
11
0
0
1
1
0
0
3
Gender Total
14
5
2005
2006
2007
2008
2009
F
M
F
M
F
F
M
F
M
0
0
2
2
0
0
7
0
1
0
4
0
0
2
0
0
3
2
0
0
15
0
0
0
5
0
1
13
0
0
2
3
0
1
11
0
0
1
4
0
0
7
0
0
1
1
0
0
10
0
0
0
2
0
0
5
0
1
0
6
1
0
11
0
0
3
2
0
1
10
11
7
20
19
17
12
12
7
19
16
19
Total Applicants
18
39
Admitted Graduate Students - Fall Data
2004
2005
F
M
F
M
M
29
19
35
2006
2007
2008
2009
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
1
0
1
0
5
0
0
1
0
0
0
1
0
0
1
1
0
0
3
0
0
0
2
0
0
1
0
0
3
1
0
0
8
0
0
0
5
0
0
6
0
0
1
1
0
0
2
0
0
0
3
0
0
4
0
0
1
0
0
0
3
0
0
0
1
0
0
4
0
1
0
3
1
0
2
0
0
2
1
0
1
6
Gender Total
7
2
5
3
12
11
4
7
4
5
7
10
9
Total Admitted
8
23
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
11
9
17
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
1
0
1
1
0
1
0
0
2
0
0
0
0
Gender Total
2
1
1
1
0
0
2
1
1
1
4
2
Total Enrolled
3
2
0
3
2
6
Curriculum & Instruction
50
Secondary Education continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
F
F
M
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
1
0
1
0
0
1
0
Black
1
0
1
1
2
1
1
0
0
0
0
2
Hispanic
0
0
1
2
2
8
1
5
0
0
2
0
Non-Resident
1
0
0
0
0
0
0
0
0
0
1
0
Unknown
0
0
1
0
0
0
0
1
0
0
0
0
White
7
3
7
3
6
6
2
3
4
5
1
7
Gender Total
9
3
10
6
10
16
4
10
4
5
5
9
26
M
M
American Indian
16
M
F
M
12
F
2009
F
Graduate
M
2008
14
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
M
M
F
M
F
M
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
1
0
1
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
1
0
1
0
0
0
Gender Total
0
0
0
0
0
1
1
1
1
0
0
0
1
F
2009
American Indian
0
F
2008
M
0
M
14
F
Undergraduate
F
9
2
1
0
Curriculum & Instruction
51
B. Test scores of enrolled students
Average GRE Scores for Enrolled Graduate Students Fall Data (Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
600
500
400
300
200
100
0
2004
2005
2006
2007
2008
2009
Verbal
405
478
413
460
445
459
Quantitative
477
532
523
476
510
530
Average GRE Scores for Enrolled Graduate Students Fall Data (Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
900
800
700
600
500
400
300
200
100
0
2004
2005
2006
2007
2008
2009
Verbal
410
360
0
0
560
0
Quantitative
430
500
0
0
770
0
Curriculum & Instruction
52
Average GRE Scores for Enrolled Graduate Students Fall Data (Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
800
700
600
500
400
300
200
100
0
2004
2005
2006
2007
2008
2009
Verbal
0
490
320
530
340
400
Quantitative
0
680
380
575
580
540
Average GRE Scores for Enrolled Graduate Students Fall Data (Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
700
600
500
400
300
200
100
0
2004
2005
2006
2007
2008
2009
Verbal
400
260
436
540
0
470
Quantitative
536
610
506
600
0
570
Curriculum & Instruction
53
Average GRE Scores for Enrolled Graduate Students Fall Data (Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
700
600
500
400
300
200
100
0
2004
2005
2006
2007
2008
2009
Verbal
420
375
0
533
590
466
Quantitative
636
460
0
590
660
566
C. GPA of new students
New Graduate Students GPA by Level - Fall Data
(Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2004
2005
2006
2007
2008
2009
Masters
0.00
3.38
3.94
3.89
2.00
3.87
Doctoral
3.96
3.86
4.00
4.00
3.92
3.77
Curriculum & Instruction
54
New Graduate Students GPA by Level - Fall Data
(Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2004
2005
2006
2007
2008
2009
Masters
4.00
3.33
0.00
3.89
4.00
4.00
Doctoral
0.00
0.00
0.00
0.00
0.00
0.00
New Graduate Students GPA by Level - Fall Data
(Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2004
2005
2006
2007
2008
2009
Masters
0.00
3.67
3.50
3.90
3.93
3.91
Doctoral
0.00
0.00
0.00
0.00
0.00
0.00
Curriculum & Instruction
55
New Graduate Students GPA by Level - Fall Data
(Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2004
2005
2006
2007
2008
2009
Masters
3.92
4.00
4.00
4.00
3.95
3.95
Doctoral
0.00
0.00
0.00
0.00
0.00
0.00
New Graduate Students GPA by Level - Fall Data
(Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2004
2005
2006
2007
2008
2009
Masters
3.94
3.45
0.00
3.73
3.88
3.95
Doctoral
0.00
0.00
0.00
0.00
0.00
0.00
Curriculum & Instruction
56
D. Time to Degree in Years – Average years to graduate for all students graduating
each year
Time to Degree in Years (Curriculum & Instruction)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
7
6
5
4
3
2
1
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Master's
1.7
2.43
1.54
1.93
1.33
4.44
Doctorate
6.07
4
5.48
5.2
4.13
5.12
Average years to graduate for all students graduating each year
Time to Degree in Years (Bilingual Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
7
6
5
4
3
2
1
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Master's
2
6.5
2.18
1.6
4
2.45
Doctorate
0
0
0
0
0
0
Average years to graduate for all students graduating each year
Curriculum & Instruction
57
Time to Degree in Years (Elementary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
2
1.8
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
Master's
Doctorate
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
1.61
1.14
0.76
1.18
1.76
1.34
0
0
0
0
0
0
Average years to graduate for all students graduating each year
Time to Degree in Years (Language Literacy Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
4
3.5
3
2.5
2
1.5
1
0.5
0
Master's
Doctorate
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2.17
2.42
3.7
1.75
1.76
1.95
0
0
0
0
0
0
Average years to graduate for all students graduating each year
Curriculum & Instruction
58
Time to Degree in Years (Secondary Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
3
2.5
2
1.5
1
0.5
0
Master's
Doctorate
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
1.36
1.21
1.19
1.88
2.56
1.93
0
0
0
0
0
0
Average years to graduate for all students graduating each year
E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the
program.
Graduate Assistants
Department of Curriculum and Instruction
Awards
Fall 2004
Graduate Assistants 1
35
Master’s Students
81
Doctoral Students
53
Other Graduate Students
337
Total Graduate Students
471
1
GPTIs estimated at 5 per fall term.
Fall 2005
32
87
59
353
499
Fall 2006
31
99
67
289
455
Fall 2007
28
86
75
260
421
Fall 2008
32
94
69
276
439
Fall 2009
36
114
79
288
481
Curriculum & Instruction
59
F. Initial position and place of employment of graduates over the past 6 years. (Note
that the department is now developing a process to better capture the following data.)
Last Name
First Name
Initial Employer/Location
Initial Position
2004-2005
Adkins
Ashley
Boswell HS/ Saginaw ISD
Speech
Alexander
Antwan
Goddard JH/ Midland ISD
PE
Almaraz
Luis
Frenship HS
Spanish
Beeson
Jill
Abernathy HS
English II & PE
Bibb
Brian
Seymour JH
PE
Blundell
Krystle
Ralls HS
Speech
Bradshaw (Clark)
April
Levelland HS
History
Burton
David
Anton JH
Math
Chen
Camille
Criswell Elem/ Forney ISD
3rd grade
Chadwick
James
Farwell HS
Math
Crowder
Dorian
Dimmitt HS
PE
Davis
Renea
East Primary Elem/Kermit ISD
PK
Eicke
Toni
Shallowater MS
PE & Health
Ellison
Tanisha
Cyridge HS/ CyFair ISD
Speech
Flewellen
Amber
Loga Vista MS
Math
Flores
Rosemary
Lubbock HS
Dance
Fox
Dana
Floydada HS
Spanish
Apollo JH
Science
Galvan
Hunt
Cara
Ben Franklin MS-Dallas
PE
Jetton
Jason
Galena Park ISD
PE
Joy
Dana
Lubbock ISD
Elem.
Kelly
Kathy
Christ/King ISD
English
Leal
Rebecca
Azle ISD
Teacher
Loafman
Lucas
Waco ISD
Social Studies
Loerwald
Lori
McNeil HS/ Round Rock ISD
English
Luebbe
Toni
Brownfield HS
PE
Malone
Nancy
Planview
1st Grade
McAliley
Stefanie
Seagraves HS
PE-Math
Miers
Amy
North Elem
2nd grade
McNeese
Mitzi
Lazbuddie HS
Math
Munoz
Franscisco
Sachse HS/ Garland ISD
Spanish
Monroe
Rachel
Southwest HS/ San Antonio
Science
Curriculum & Instruction
60
Last Name
First Name
Initial Employer/Location
Initial Position
Oaks
Britni
Dawson HS
Math
Province
Paul
Sul Ross State Univ
Asst. Prof. of Ed.
Price
Leighanna
Midland Lee HS
English
Richey
Karl
PE
Rives
Makesha
Christ/ King ISD
Bushland HS/ Bushland ISD
(Amarillo)
Rodriguez
Jessica
Levelland JH
Math
Salazar
Migues
Ralls HS (new intern-spring)
Math
Sanchez
Diana
Lee Freshman/ Midland ISD
Math
Schoenhals
Doran
Eldorado HS
Math
Shepherd
Summer
Brown Elem/ Lubbock ISD
Kindergarten
Sikes
Vanessa
Marble Falls HS
French
Simoneau
Megan
Marble Falls HS
Math
Simpson
Priscilla
Shepherd Elem/ Houston area
4th grade
Smith
Monica
Duncan Elem/ Floydada ISD
Kindergarten
Tavilson
Matt
Irving ISD
Music
Tomlinson
Aaron
Brownfield HS
PE
Truby
Kori
Cooper North Elem/ Lubbock-Cooper
2nd Grade
Watley
Janae
Levelland HS
PE - Math
Allred (Parker)
Tara
Medlin MS (Northwest ISD)
Al-Tirhi
Tysha
Frisco HS
6-8 PE
9-12 Trainer
Athletics
Alvarado
Roy
Ft. Stockton (HS)
9-12 Geomerty
Arenas
Ofelia
Floydada HS
8-12 Spanish
Artho
Paula
Christ the King High School
English
Arguijo
Serapio
Lamesa HS
9-12 Math
Arismendez
Jean
Lamesa South Elementary
Pre-K Biling
Benson (Conn)
Chelsie
Plainview
6th Reading
Browning
Jeanne Marie
Irons JH
Bulls
Greg
Cavazos JH
7-9 French
7-9 Band
Director
Burton
David
Anton ISD
Teacher
Chavez
Cynthia
Lorenzo ISD
7-12 Spanish
Davis
Patrick
Smyer ISD
K-6 PE
Dawson
Kristy
Whiteface ISD
7-12 Biology Etc
Day
Amanda
Royal ISD
8th History
PE
2005-2006
Curriculum & Instruction
61
Last Name
First Name
Initial Employer/Location
Initial Position
Deggenhardt
Maggie
Lakeview Centennial HS Garland
10 English
Denson
Melissa
TTU Child Dev. Research Center
Senior Teacher
Dockery
Aaryn
Perryton JH
8 History
Dowdy
Julie
Ralls HS
9-12 Math
Futrell (Hill)
Elaine
Lamesa HS
9-12 Spanish
Garcia
Zenia
Hood MS. (DISD)
7-8 Spanish
Gilchrest
K.C.
Dalhart ISD
9-12 Calculus
Hallmark
Eric
Winters ISD
7-12 PE/coach
Helmer
Tamra
Denver City JH
8 Math
Henderson
Jennifer
Olton HS
9-12 English
Heredia
Victor
Coronado HS
Spanish II/III
Holland
Jearlyn
Lamesa High
9-12 Science
Ingersoll
Jodi
Hutto HS (Austin)
9-12 Spanish
Johnston
Shauna
Lakeview Centennial HS Garland
9-12 Chemistry
Jones
Annette
Lubbock Cooper ISD
Elem.
Krueger
Kimberly
Harper ISD
Teacher
Long
Erin
Birdville ISD (Haltom City)
2nd grade
Mendez
Jorge
Olton HS
9-12 Math
Miranda
Andrea
Roosevelt JH
8th Science
Murphree
Kinsey
Sundown ISD
10-11 English
Najjati
Fatima
Waco HS
French
Patterson
Holly
Hood MS. (DISD)
7th math
Peasley (HaghiPour)
Jilla
Goose Creek HS (Houston)
10 Biology
Porter
Shyneil
Estacado HS
9-12 Tiltle I IPC
Richardson
Ron
Copperas Cove JH
7-8 History
Rives
Audra
Bushland HS
9-10 Spanish
Schuessler
Megan
Seagraves ISD
6-12 PE
Spencer
Joey
Copperas Cove JH
7-8 coach/math
Stovall
Rochelle
Coronado HS
VB Coach/PE
Vasquez
Diana
Dillard’s
Sales Assoc.
Vela
Michelle
Christ the King
Warren
Kristin
Shallowater HS
Pre-K
9-10 English
Coach
White
Clay
All Saints
K-9 PE
Yarbrough
Melissa
Lorenzo ISD
7-12 Sped
Curriculum & Instruction
62
Last Name
First Name
Initial Employer/Location
Initial Position
2006-2007
Allen
Stacy
Lamesa HS
Math
Apperson
Kyle
Plainview HS
10-11 History
Arismendez
Jean
Lamesa South Elementary
Pre-K Biling
Berardi
Chad
Tahoka
8,9,12 Math
Berger
Irene
Rowlett
7 & 8 History
Bergt
Kathy
Levelland
2nd Grade
Boyles
Angel
Hale Center HS
Technology
Broussard
Colby
Gold-Burg (Which Falls)
PE/Coach
Campbell
Scott
Giddings HS (Austin area)
Geography
Cartwright
Ashley
Floydada HS
Math
Chaumont
Stephanie
Jacksonville (East Texas)
Math
Cherry
Randall
Gainsville HS
PE
Carlson (Conerly)
Paige
Ropes HS
Technology
Dunbar
Paul
Hale Center
PE/ Coach
Edwards
Stephanie
Farwell 5th grade
Estelle
Eric
Lantrip Elementary
ELA
Special
Education
Flores
Kelly
Rockdale HS (Austin area)
Math
Fraser
Janie
Lorenzo HS
9-12 math
Garcia
Zenia
Hood MS. (DISD)
7-8 Spanish
Gholson
Breegan
South Garland HS
Chemistry
Gibson
Todd
Granbury MS (Granbury)
Math -8th
Gray
Jerrad
Amherst
PE/Coach
Hammons
Lucinda
Hart ISD
Early Childhood
Henderson
Jennifer
Olton HS
9-12 English
Henry
Lucas
RMA Lubbock
History
Heredia
Victor
Spanish II/III
Hurst
Wendy
Coronado HS
Arapaho Classical Magnet
(Richardson)
Ingersoll
Michael
Sante Fe (houston Area)
11th History
Irvin
Johnny
Marshall HS
PE/Health/Coach
Johnston
Shauna
Lakeview Centennial HS Garland
9-12 Chemistry
LeMond
Cheyenne
Douglas HS (Sherman)
9-12 Math
Lemons
Devin
Liberty HS (Frisco)
PE
Lusk
Jay
Littlefield HS
History
Montemayer
Anna
Plainview HS
Biology/IPC
2nd grade
Curriculum & Instruction
63
Last Name
First Name
Initial Employer/Location
Initial Position
Morris
Heather
Crosbyton
English I & IV
Morton
April
Clint ISD (El Paso)
2nd grade
Nicholson
Justin
JH & HS (Cushing)
PE
Patterson
Holly
Hood MS. (DISD)
7th math
Ramirez
Suzanna
Southland
Math
Reed
Micheal
Kermit HS (Odessa area)
PE
Richey
Keri
Granbury Elem
2nd Grade
Rives
Audra
Bushland HS
9-10 Spanish
Schooling
Andi
Connally MS (Waco)
6th English
Sedberry
Jay
Ropes HS
8-12 History
Sherrill
Kent
Dimmit HS
PE/Coach
Shipley
Cody
Morton HS
PE/Coach
Shirley
Herman
Cavazos
8th science
Soliz
Richard
Claude HS
Technology
Stewart
Matthew
Giddings HS (Austin area)
PE/Health/Coach
Stone
Aaron
Bovina (HS)
English/coach
Van Stavern
Lauren
Odessa HS
Spanish II
Vickers
Ben
Seagraves HS
Math
Villanueva
Onorio
Nacodoches
PE/Coach
Wall
Dustin
Southland
8-11 History
Walters
Kendra
Wester MS (Frisco)
6-8 Science
Warren
Andrea
Denver City JH
PE/ Coach
Wright
Kevin
All Saints
PE
Adams
Joe
Cotton Center
7-12 Sciences
Allen
Tawny
New Deal
6-8 Reading
Almaraz
Luis
Springlake-Earth
9-12 Spanish
Amburn
Terrill
Dalhart JK
6-8 PE
Berger
Irene
Rowlett
7 & 8 History
Bergt
Kathy
Levelland
2nd Grade
Bray
Annie
All Saints
5th-9th Spanish
Brown
Bernadette
Lorenzo JH/HS
7-9 English
Brown
Amber
Frenship HS
9th Biology
Calhoun
Diane
Southland
Carrasco
Amy
Hart JH
6-9 Math TAKS
7-8 Math
Science
2007-2008
Curriculum & Instruction
64
Last Name
First Name
Initial Employer/Location
Initial Position
Draper
Curtis
Plenmons-Stinnett-Phillips
9-10 Speech
Fraser
Janie
Lorenzo HS
9-12 math
Hardin
Kelly
Cy-Fair (Houston)
Helms
Tyler
Floydada HS
Kinder
9-12 Soc.
Studies/coach
Henry
Lucas
RMA Lubbock
History
Humphreys
Krystal
Lubbock High
9-12 Dance
Inman
Diane
Luna Elem (Garland)
1st Grade
Irvin
Johnny
Marshall HS
PE/Health/Coach
Irwin
Garrett
Idalou HS
Spanish
Isaacs
Amanda
Plainview (Lakeside)
5th Reading
Manning
Dana
Christ the King
9-12 English
Manning
Whitney
Terra Vista MS
Journalism
McDoulett
Kat
Hutchinson
8th Science
McFarlin
John
Keene ISD
6-12 PE
Mein
John
Harmony Science Academy
4-5 English
Miers
Amy
Lamesa ISD
4th Grade
Montemayer
Anna
Plainview HS
Biology/IPC
Moyers
Krystal
Lamesa (North Elem)
3rd
Mudd
Shanna
Hood JH (Odessa)
8th Science
Nevils
Gigi
Spring Branch ISD
12th Physics
Novak
Holly
Lamesa HS
Theater Arts
Patterson
Mary Beth
Christ the King
Perkins
Garrett
Kenedy HS
PreK 4
9-12 Soc.
Studies
Phillips
Seth
The Woodlands (Conroe)
8-12 Speech
Pigg
James
Southland
9-12 Math
Pigg (Strunc)
Rachel
Lazbuddie ISD
Technology
Porter
Victoria
Marble Falls MS
6-7 Spanish
Reddic
Genesis
North Crowley HS
10-12 Science
Reed
Andrew
Killeen HS
9-12 Theater
Rives
Audra
Bushland HS
9-10 Spanish
Rogers
Elizabeth
Dimmitt
8-12 Sciences
Roman
Angelica
Rise Academy
4-7 math
Schooling
Andi
Connally MS (Waco)
Silva
Nicole
Positive Solutions Charter (SA)
6th English
9-12 Biology
Enviro
Smith
Ken
Fredericksburg HS
9-12 Math
Curriculum & Instruction
65
Last Name
First Name
Initial Employer/Location
Initial Position
Stitt
Lisa
Plainview HS
9-12 Math
Tritz
Tommy
Harmony Science Academy
K-8 PE
Walck
Diana
Dawson
PreK, K, 1
Whitefield
Jay
Tahoka
9-10 History
Bacon
Jason
Ft. Worth
Hills HS)
Brannon
Melody
Catholic School
Educator
Bray
Annie
All Saints
5th-9th Spanish
Brown
Amber
Frenship HS
9th Biology
Burton
Katie
Amarillo High
English
Cavazos
Juan
Menard HS
Spanish/Coach
Davis
Terri
2008-2009
(Western
Calculus
Eacker
Brittney
Crosbyton HS
Ft. Worth
Hills HS)
10-11 English
Edwards
Robbie
Littlefield Primary
Pre-K 4
Fraser
Janie
Lorenzo HS
9-12 math
Haney
Eileen
Christ the King
1st grade
Henry
Melissa
Liberty HS (Frisco)
9-12 French
Heseman
Donald
Ralls HS
9-10 History
Jonas
Anne
Mesquite ISD
Teacher
Johnson
Monica
Amherst
Kamp
Melissa
Community ISD
9-12 English
Teacher and
coach
Keyes
Elizabeth
Lubbock Cooper ISD
King
Marilyn
Abernathy ISD
ESL Teacher
HS Business
Teacher
Klein
Jeff
Brownfield HS
math
Marshall
Brian
El Dorado (El Paso)
Theater
May
Malorie
Harpool MS. (Denton)
8th Reading
Mein
John
Harmony Science Academy
4-5 English
Mudd
Shanna
Hood JH (Odessa)
8th Science
Mixsom
Callen
Dimmitt
2nd grade
Njenga
Detra
Ralls Elem
4th-5th Writing
Porter
Victoria
Marble Falls MS
6-7 Spanish
Ramirez
Yolanda
UTB
Asst. Prof.
Rogers
Elizabeth
Dimmitt
8-12 Sciences
Salinas
Rachael
Katy ISD
(Western
English
3rd Grade
Curriculum & Instruction
66
Last Name
First Name
Initial Employer/Location
Initial Position
Sanchez
Laura
Levelland HS
Schere
Lauren
Roy Roberts Elem.
Spanish I, II
2nd Grade
Teacher
Shipman
Krissy
Littlefield Primary
Pre-K 4
Trent
Laura
Brownfield HS
Spanish I, II
Truit (Stoerner)
Cailey
Lockney
Special Ed 6-8
Ward
Lindsey
Webb
Brady
Caprock HS (Amarillo)
History/Baseball
Whiting
Melanie
Lubbock Christian
8th English
Benson
Cory
Floydada HS
Social Studies
Durrett
Austin
Athens ISD
6-8 PE
Fickling (Smith)
Elaine (Lisa)
CTK
9-12 English
Heston
AJ (Andrew)
Southland
8-12 Math
Hortman
Joshua
Whitehouse ISD
French
Lowery
CJ (Clark)
Coleman HS (Midland)
9-12 Science
Mallory
Candice
Cooper HS
9-12 Technology
McFerrin
Jeremy
Trinity
PE
Meador
Scott
Coronado
Spanish
Middleton
John
Harmony Science
7-10 Science
Parks
Brittney
Perryton HS
9-10 Math
Puente
Marc
Hale Center HS
PE
Souders
Jacquelynn
Hillsboro HS
Alg II
Wormsbaker (Poling)
Jamie
Roosevelt HS
English
Wright
Matthew
El Paso (Coronado HS)
Science
Zermeno
Adrian
Meadow
9-12 Math
English
2009-2010
Curriculum & Instruction
67
G. Type of financial support available for graduate students
As noted in Section E above and in Section H below, there are a number of graduate
assistantships, fellowships and scholarships available to graduate students in the department.
Furthermore, a variety of loans, grants, and scholarships are available through the university’s
Office of Student Financial Aid.
The COE also budgets $10,000 per semester to support graduate students traveling to
conferences to present papers. For example, in fall 2009, 35 doctoral and master’s students
received from $150 to $500 stipends to present at conferences. In spring 2010, 20 students were
similarly supported. These included conferences sponsored by the Southwest Educational
Research Association, American Educational Research Association, Council for Exceptional
Children, American Psychological Association, Association of Teacher Educators, Texas Music
Educators Association, Society of Information Technology and Teacher Education, American
Counseling Association, National Middle School Association, National Association for
Multicultural Education, Texas Association for the Education and Rehabilitation of the Blind
and Visually Impaired, and the National Association of Research in Science Teaching.
H. Number of students who have received national and university fellowships,
scholarships and other awards
College of Education
Financial Aid 1
Award
AT&T
Chancellors
Summer
Dissertation
Helen Jones
Fellowships
Helen Jones
Part Time
Junction
Burkhart
Fellowships
Nat’l Center for
Leadership in
Visual
Impairment
Preston & Ima
Smith
Scholarships 2
2004-2005
2005-2006
$12,000 (4)
2006-2007
$10,500 (4)
2007-2008
$10,000 (4)
2008-2009
$14,000 (5)
2009-2010
$4,000 (2)
$2,300 (1)
$2,300 (1)
$6,000 (2)
$2,325 (1)
$13,187 (5)
$2,188 (1)
$71,212 (7)
$52,750 (6)
$34,287 (7)
$31,650 (3)
$68,750 (6)
$300 (1)
$900 (2)
$2,300 (4)
$5,500 (8)
$6,101 (1)
$2,665 (1)
$5,204 (1)
$6,353 (2)
$500 (1)
$2,686 (1)
$51,284 (2)
$101,531 (4)
$99,366 (4)
$73,806 (3)
$24,299 (1)
$272,222
(200)
$37,000 (35)
$19,000 (23)
$500 (1)
$35,600 (64) 2
$119,770
$132,800
(105)
(110)
Others 3
$9,000 (17) $20,250 (24)
$62,970 (25) 4 $31,000 (33)
1
Current data collection does not allow disaggregation by department.
2
Scholarships include graduate and undergraduate data.
3
Including external grants with scholarship funding.
4
CH Grant this year only
$62,221 (73)
Curriculum & Instruction
68
I. Percentage of full time master and doctoral students who received financial support.
College of Education
Financial Support 1
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008 Fall 2009
Total Graduate Students
923
946
904
887
902
927
Number receiving financial support 2
318
338
364
351
364
415
Percentage receiving financial support
34%
36%
40%
40%
40%
45%
1
It is not possible to disaggregate most financial support data by level or department. These data represent all
graduate students in the College of Education.
2
Paul Blake, Associate Director of Operations of Student Financial Aid, provided data for all forms of financial
support for all graduate students in the college.
J. Graduate Student Publications and Creative Activities – Number of disciplinerelated refereed papers/publications, juried creative/performance accomplishments,
book chapters, books, and external presentations by Master and Doctoral students in
the department.
Department of Curriculum and Instruction
Graduate Student Scholarly Productivity
Year
2009-2010
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Publications
Presentations
13
3
7
7
0
1
19
8
12
10
7
2
Other Activities
Curriculum & Instruction
69
K. Programs for mentoring and professional preparation of graduate students
The Department of Curriculum and Instruction administers a variety of graduate certification
and masters programs, as well as the PhD in Curriculum and Instruction. Some students in
these programs are traditional full-time students, but many are part-time students who work fulltime in K-12 teaching positions or in related fields. Therefore, a variety of programs, such as
the following, are necessary for the mentoring and professional preparation of graduate
students.
1. Advisors: Each student has an advisor to guide them through the program. Some
students build a strong collegial relationship with their advisor; in fact, in some cases the
student and advisor become colleagues as fellow professionals in their field. In other
cases the relationship is less active.
2. Internships: Graduate certification students complete their program with an internship
supervised by a seasoned teaching veteran and accompanied by a capstone course. Both
the internship and capstone course are focused on the student’s induction into the
teaching profession.
3. Graduate and Research Assistantships: Almost without exception fulltime doctoral
students are supported with graduate or research assistantships. GA’s and RA’s are
assigned to faculty mentors for 10-20 hours per week. In that role the GA or RA
supports the teaching and research functions of the faculty member to whom they are
assigned.
4. Research Teams: Over the years some students and faculty have worked together on
research projects that led to publication; but 18 months ago we formalized that process
by the development of research teams of students and faculty. For example, one team is
studying on-line teaching and learning and another team is combing large data bases of
information about children and adult learning. Yet another team is composed of not
only Tech students and faculty but also faculty from other institutions, some of which
are outside the United States.
5. Scholarly Productivity: As part of research teams, students frequently are co-authors
and occasionally first authors of papers written in collaboration with their faculty
mentors. Also as noted in Section G, many students take advantage of the $10,000
budgeted per semester to travel to conferences to present papers.
6. Grant Writing: In addition to research, the research teams also work on grant writing,
so students gain firsthand experience with conceptualizing the project, planning budgets,
collaborating with others, and if funded, carrying out the project and the many other
tasks of colleagues working together on grants.
Curriculum & Instruction
70
7. Teaching Opportunities: Doctoral students who serve as GPTI’s are mentored by one
or more faculty members who have expertise in courses in the field being taught by the
GPTI. Where appropriate, students take advantage of the services of the Teaching,
Learning and Technology Center.
L. Department efforts to retain students and increase graduation rates.
The Department of Curriculum and Instruction administers a variety of graduate certification,
masters, and Ph.D. programs. Some students in these programs are traditional fulltime students,
but many are part-time, working fulltime in K-12 teaching positions or in related fields.
Therefore, the department uses a variety of means to retain students and increase graduation
rates, including the following.
1. Flexible Schedule and Distance Delivery: Because many students are part-time or
reside a considerable distance from campus, they require coursework outside the
traditional on campus schedule. Therefore, a majority of graduate coursework is
delivered in a non-traditional matter, such as the following:
a. in the late afternoon or evening;
b. on campus or off-campus;
c. on line in an asynchronous timeframe;
d. an extensive summer program;
e. via interactive videoconferencing (IVC); or
f. as a blend of face-to-face with IVC and web-based instruction.
In short, to attract and retain students and to see them through to graduation, we take the
courses to the time and place where students are located.
2. On-Line Coursework and Programs: The availability of on-line coursework and
programs has increased dramatically. The College of Education, including the
Department of Curriculum and Instruction, has been a pioneer in distance education in
the university. Recently, the department has proposed a blended delivery PhD in
Curriculum and Instruction that will start Fall 2011 with a cohort of 15-18 students who
will take coursework on line for three years with two weeks of intensive face-to-face
summer coursework each year.
3. Flexible Residency: The C&I doctorate offers five options for completing the residency
requirement. The two most popular alternatives for students who work fulltime
throughout the school year are (a) three consecutive summers of at least nine hours of
coursework each summer or (b) a minimum of 24 hours taken over four consecutive
semesters, including summer. While the PhD is a research-focused degree, the PhD in
Curriculum and Instruction is a degree that is also tied to practice, so fulltime K-12
employment often provides an invaluable way to blend theory with practice.
Curriculum & Instruction
71
4. Research and Teaching Assistantships: The College of Education provides
assistantships to approximately 45 students. Faculty members who secure external
funding hire additional research assistants. The students thus employed are benefited not
only financially but also academically due to the experience of working with faculty
members in research and teaching activities.
5. Encouraging Engagement in the Profession: Graduate students are encouraged and
sponsored to attend regional and national conferences if their scholarly work is accepted
for presentation.
6. Assessing Student Progress: Faculty members are responsible for an annual evaluation
of advisees in respect to progress toward the completion of the degree. Students who are
evaluated as making “unsatisfactory progress” are encouraged to work with their
advisors to make adjustments.
7. Creating Professional Development Opportunities and Social Connections for
Graduate Students: The College of Education organizes lecture series where nationally
or internationally known scholars speak to faculty and graduate students on their
expertise (diversity, research, grant-writing, etc.). The graduate student organization,
Education Graduate Students Association (EGSA), plays an important role in organizing
the events and programs, for which it received multiple awards in 2009-10.
M. Percentage of Full-Time Master and Doctoral students per semester – Fall Data
Department of Curriculum and Instruction
Full-Time and Part-Time Enrollments
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Master’s Full-time
Master’s Part-Time
Total
% Master’s Full-Time to Total
30
51
81
37%
38
49
87
43%
48
51
99
48%
34
52
86
40%
48
46
94
51%
53
54
107
50%
Doctoral Full-time
Doctoral Part-Time
Total
% Doctoral Full-Time to Total
21
32
53
40%
26
33
59
44%
19
48
67
28%
24
51
75
32%
23
46
69
33%
19
55
74
26%
Curriculum & Instruction
72
V. College
The organizational structure of the College of Education is such that it is impossible to
provide some budgetary data at the department level. Therefore, many of the following data
are at the college level.
A. Operating expenses
Operating Cost - Academic Year (College of Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
$500,000
$490,000
$480,000
$470,000
$460,000
$450,000
$440,000
$430,000
$420,000
Operating Cost
04/05
05/06
06/07
07/08
$455,574
$471,413
$448,491
$488,080
08/09
09/10
Operating Costs as a Fraction of Employees 1
College of Education
2004-2005
2005-2006
2006-2007
2007-2008
200820095
2009-2010
Operating Costs
$455,574
$471,413
$448,491
$488,080
Tenured/Tenure-Track Faculty
58
59
60
62
68
Non-Tenure Track Faculty
52
57
70
68
70
Full-time Staff 2
30
30
35
35
40
Total Faculty and Staff
140
146
165
165
178
Operating Costs/Faculty & Staff
$3254
$3229
$2718
$2958
1
Source: Institutional Research and Information Management
2
Full-time staff data for 2009-10 of 45 are accurate. Data for other years are not available and so are estimates.
Curriculum & Instruction
68
92
45
205
73
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Funded
Department of Curriculum and Instruction
Foundation
D
M
Federal
State
D
M
D
M
1
2
4
6
4
2
7
8
Successfully
funded
Others
D
M
D
M
4
3
7
2
9
7
5
8
11
4
6
10
4
7
6
6
3
2009
2008
2
2
2007
1
1
3
3
5
4
1
2
3
3
2
5
1
1
5
3
5
2006
2
2005
2004
2
3
1
7
8
3
D = proposals written by CO-PI’s from your department only
M = proposals written by CO-PI’s from multiple departments
Curriculum & Instruction
74
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Curriculum and Instruction
Source: Office of Research Services
Year
04/05
05/06
06/07
07/08
08/09
09/10
Totals:
Numb er of
Awards
FacilitIes &
Administrative
Award Amount
6.42
$12,157
$468,597
7.76
$32,654
$771,379
9.91
$29,178
$836,731
8.81
$57,125
$1,114,579
7.72
$100,951
$1,430,253
0.91
41.53
$26,821
$258,886
$365,177
$4,986,716
Research Expenditures (Curriculum and Instruction)
Source: Office of Research Services
Chart prepared by The Gradu ate School
$1,600,000
$1,400,000
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
Series1
1
2
3
4
5
6
$468,597
$771,379
$836,731
$1,114,579
$1,430,253
$365,177
Curriculum & Instruction
75
Comparison of Research
Expenditures
Washington State University Bilingual Education
Washington State University Curriculum & Instruction
Washington State University Elementary Education
Washington State University Secondary Education
Washington State University Language Literacy Education
University of Oklahoma
Iowa State University
Texas Tech
04/05
05/06
06/07
07/08
08/09
09/10
$522,286
$363,870
$277,409
$0
$0
$30,000
$0.00
$0.00
$0.00
$0.00
$0.00
$23,530.00
$257,762
$854,600
$458,341
$612,909
$975,766
$453,873
$0
$9,774
$0
$0
$0
$0
$103,912
$18,162
$33,761
$83,750
$19,228
$0
$4,200,000.00 $1,350,000.00
$1,340,000.00
$3,647,061.00 $2,207,825.00
$3,081,592.00
$469
$771,379
N/A
$968,000.00 $3,350,000.00
$2,024,279.00 $3,411,758.00 $4,500,584.00
$836,731
$1,114,579
$1,430,253
$365,177
The Curriculum and Instruction/Texas Tech University data above are from the Office of
Research Services (ORS) and are organized by “Home Department.” Home Department data
exclude centers and other administrative units. However, these units were analyzed so that
grants related to C&I faculty members and/or to the mission of the department, were included in
the following table.
Curriculum and Instruction
Summary of Awards and Proposals 1
Year
2009-2010
Unit
Amount
Awarded
Number
of Awards
F&A
Amount 2
Number of
Proposals
Total
Requested
Curriculum & Instruction 3
College of Education
$866,459.77
$3,278,983.80
4.20
21.41
$47,543.22
$159,152.85
8.12
26.06
$14,146,893.08
$21,526,151.95
Curriculum & Instruction 3
College of Education
$1,344,244.45
$3,581,174.92
10.13 (14)
24.66
$78,893.13
$186,938.65
13.52
27.84
$21,752,834.13
$ 24,706,154.64
Curriculum & Instruction 3
College of Education
$1,114,499.39
$2,694,814.90
9.71
20.89
$55,637.59
$82,674.85
7.75
26.68
$3,892,987.10
$12,672,473.85
Curriculum & Instruction 3
College of Education
$811,787.84
$2,243,571.21
9.71
24.61
$29,177.75
$63,339.90
12.44
25.75
$5,574,715.03
$8,546,641.51
Curriculum & Instruction 3
College of Education
$886,518.50
$2,489,972.25
11.16
22.81
$35,734.00
$87,824.70
7.06
15.91
$5,227,440.80
$8,422,546.95
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Curriculum & Instruction 3
$540,175.72
7.62
$15,288.00
13.53 $15,208,290.37
College of Education
$1,616,455.27
18.77
$50,279.45
27.26 $20,992,937.40
1
Office of Research Services
2
F&A Amount: Facilities and Administrative Costs Recovery
3
C&I Totals also include data from the Center for Integration of Science Education and Research, the Center for
Research in Leadership & Education, and the Dean’s Office.
Curriculum & Instruction
76
D. Internal Funding
Source of Internal Funds (TTU) 1
College of Education
04/05
05/06
06/07
07/08
State ( Funding from the state; formula
funding; tuition)
HEAF ( Higher Education Assistance
Funds [state funding for tangible assets])
Discretionary ( Funds based on the
global fee document with minimal
spending restrictions)
Designated Funds ( Other designated
funds)
Course Fees ( Fees paid by students
based on various courses of enrollment)
Designated Service and Other (Funding
from service centers, indirect cost
recovery, and gifts)
Workshops ( Revenue-generating
workshops and conferences held by
faculty and staff)
VPR Funding (Funding from the Vice
President of Research)
Scholarships ( Monies provided to
students in the form of scholarships )
Grants/Contracts ( Funding secured
from grants)
Foundation ( Funding secured from
foundations)
Graduate School Travel Money
Graduate School Fellowships
2
08/09
09/10
7,510,656
7,108,998
224,655
118,964
684,141
1,765,323
--
225,560
364,629
776,307
132,078
583,577
98,310
78,841
80,947
69,556
1,192,377
1,981,209
5,120,465
4,555,651
1,504,829
1,618,101
n/a
n/a
$706
$2,459
$9,300
$12,500
$6.000
$12,000
$12,825
$10,000
$14,000
$8,000
TOTALS: $6.000 $12,000 $13,531 $12,459
$16,936,387
$18,902,586
Some of these categories differ from those suggested by the Graduate School for this report. However, these are
the ones that Dean Ruch and Assistant Dean Knapp of the College of Education seemed to be more meaningful to
the College. Because of the change of accounting systems, and a change in personnel in charge of accounting,
07/08 and earlier data are not available.
2
Graduate School Travel Money Records do not record by department before 06/07. Also, several students who
traveled in 06/07 and 07/08 cannot at this time be connected to a department.
1
Curriculum & Instruction
77
E. Scholarships and endowments
As noted in the following tables, there are a number of graduate assistantships, fellowships and
scholarships available to graduate students in the department. Furthermore, a variety of loans,
grants, and scholarships are available through the university’s Office of Student Financial Aid.
College of Education
Financial Aid 1
Award
AT&T
Chancellors
Summer
Dissertation
Helen Jones
Fellowships
Helen Jones
Part Time
Junction
Burkhart
Fellowships
Nat’l Center for
Leadership in
Visual
Impairment
Preston & Ima
Smith
Scholarships 2
2004-2005
2005-2006
$12,000 (4)
2006-2007
$10,500 (4)
2007-2008
$10,000 (4)
2008-2009
$14,000 (5)
2009-2010
$4,000 (2)
$2,300 (1)
$2,300 (1)
$6,000 (2)
$2,325 (1)
$13,187 (5)
$2,188 (1)
$71,212 (7)
$52,750 (6)
$34,287 (7)
$31,650 (3)
$68,750 (6)
$300 (1)
$900 (2)
$2,300 (4)
$5,500 (8)
$6,101 (1)
$2,665 (1)
$5,204 (1)
$6,353 (2)
$500 (1)
$2,686 (1)
$51,284 (2)
$101,531 (4)
$99,366 (4)
$73,806 (3)
$24,299 (1)
$272,222
(200)
$37,000 (35)
$19,000 (23)
$500 (1)
$35,600 (64) 2
$119,770
$132,800
(105)
(110)
Others 3
$9,000 (17) $20,250 (24)
$62,970 (25) 4 $31,000 (33)
1
Current data collection does not allow disaggregation by department.
2
Scholarships include graduate and undergraduate data.
3
Including external grants with scholarship funding.
4
CH Grant this year only
$62,221 (73)
Graduate Assistants
Curriculum and Instruction
Awards
Fall 2004
Graduate Assistants 1
35
Master’s Students
81
Doctoral Students
53
Other Graduate Students
337
Total Graduate Students
471
1
GPTIs estimated at 5 per fall term.
Fall 2005
32
87
59
353
499
Fall 2006
31
99
67
289
455
Fall 2007
28
86
75
260
421
Fall 2008
32
94
69
276
439
Fall 2009
36
114
79
288
481
In addition, the college budgets up to $10,000 per semester to support graduate students
traveling to conferences to present papers. For example, in fall 2009, 35 doctoral and master’s
students received from $150 to $500 stipends to present at conferences. In spring 2010, 20
students were similarly supported. These included conferences sponsored by the Southwest
Educational Research Association, American Educational Research Association, Council for
Curriculum & Instruction
78
Exceptional Children, American Psychological Association, Association of Teacher Educators,
Texas Music Educators Association, Society of Information Technology and Teacher
Education, American Counseling Association, National Middle School Association, National
Association for Multicultural Education, Texas Association for the Education and
Rehabilitation of the Blind and Visually Impaired, and the National Association of Research in
Science Teaching.
F. College resources for research and teaching (i.e., classroom space, lab facilities)
College of Education
Resources
Type of Space
Classrooms
Lecture Hall
Offices
Faculty & Administrative
Clerical
GAs
Technicians
Special Instruction Labs
Storage
Library
Centers
Other
Total
Number of
Rooms
Square footage
18
1
8,825
1,930
83
20
6
1
7
3
2
3
3
12,660
2,450
2,229
800
5,855
750
2,300
2,460
1560
147
41,819
In 2002, The College of Education moved into a new $18 million facility that is equipped with
the latest technologies for teaching and learning. The building contains 18 classrooms, with
student capacity varying from 14 to 45. Eight of the classrooms are multimedia classrooms,
which are equipped with projectors mounted to the ceiling and operational screens for
multimedia presentations. Before the multimedia presentation function is available, multimedia
carts, each assembled with a desktop computer, a DVD/VHS player, and a projector, are ready
for faculty members to do multimedia presentations. There are five Smart Rooms, two
SmartBoard classrooms and one PC computer lab with SmartBoard.
For events with big gatherings, a lecture hall in the basement with seating for 70 and equipment
for multimedia presentation is available. This room may also be rearranged to serve for meal
functions.
Three iTV (Interactive Videoconferencing) classrooms in the building serve the college in
delivering distance education courses to satellite campuses. The classrooms utilize interactive
live two-way synchronous video, delivered over network connections, and managed by a
centralized campus Video Services group. Many of our courses are recorded directly via digital
archiving to a streaming web server that candidates can view in real time or later at their own
Curriculum & Instruction
79
leisure from any internet connected computer, laptop, or handheld PDA, via wireless or wired
internet connections. Classes can also be recorded to VHS, DVD, or MediaSite.
The building contains 131 offices for administrators, faculty members, and instructors. Each
room is approximately 150 square-feet, except offices for the college administrators that are
somewhat bigger. Two large rooms are designated as Graduate Assistant Offices, each with
about 20 computer and study work stations.
The facility has three computer labs as follows:
 Two computer labs with 24 computers each; and
 Multi-Media Lab with 6 computers.
Three conference rooms in the building are designed to hold academic and social events in the
college, such as proposal meetings, dissertation defense meetings, and meetings of committees.
Six observation rooms are available for faculty members in the Counselor Education program to
conduct counseling sessions with clients or to observe their candidates working with clients.
One-way window, video cameras, and two-way audio are installed so that the observations
won’t interrupt the on-going counseling processes.
The college also has adequate facilities at P-12 school sites to support field experiences and
clinical placements. Most initial teacher program (ITP) candidates are placed within Lubbock
ISD, or two contiguous districts, Lubbock Cooper ISD and Frenship ISD. Some are also
located in out-of-town districts, mostly within a 30 mile radius. The nature of ITP and advanced
program internships is such that those candidates are often placed at sites at a considerable
distance from campus, often across the state.
The College of Education provides every full-time faculty and staff member a computer and
software, with many also having a printer as part of the work station. Network printers are
available for individuals without personal ones.
G.
HEAF expenditures
College of Education
HEAF Expenditures
Labs
Classroom
2009
$9,000
$50,000
2008
$5,000
$80,000
2007
$65,000
$18,000
2006
$41,000
$4,000
2005
Other
(identify)
$5,000
1
TOTAL
$64,000
$85,000
$26,500
2
$109,500
$45,000
3
20043
Counseling suite audio visual upgrade
2
Room 001 audio visual upgrade ($25,000) and laminator for the Learning Resource Center
($1,500)
3
Data are not available.
1
Curriculum & Instruction
80
H. External Program Accreditation
Accreditation is a process by which College of Education programs are regularly reviewed and
evaluated. The process includes a self-study based on accreditation standards, independent
judgment by peers during an on-site review, and judgment by the accreditation body. Such
reviews focus on educational quality, institutional integrity, and educational improvements.
High quality educator preparation programs are attested to by of programs by the National
Council for the Accreditation of Teacher Education (NCATE). Texas Tech University has
maintained continuous NCATE Accreditation since 1963, with the latest review occurring fall
2006, and the next one scheduled for fall 2013. NCATE accreditation applies to any program in
the department that is directly or indirectly involved with educator preparation for the K-12
schools. Therefore this applies to all programs in C&I.
As part of the NCATE review, education programs must submit reports to Specialized
Professional Associations including the following:
Subject Specific-Organizations
 American Council on the Teaching of Foreign Languages (ACTFL)
 American Association for Health Education (AAHE)
 National Association for Sport and Physical Education (NASPE)
 International Reading Association (IRA)
 National Council for the Social Studies (NCSS)
 National Council of Teachers of English (NCTE)
 National Council of Teachers of Mathematics (NCTM)
 National Science Teachers Association (NSTA)
 Teachers of English to Speakers of Other Languages (TESOL)
Child-Centered Organizations
 Council for Exceptional Children (CEC)
 National Association for the Education of Young Children (NAEYC)
 National Middle School Association (NMSA)
Technology Organizations
 International Society for Technology in Education (ISTE)
Administrator Organizations
 Educational Leadership Constituent Council (ELCC)
NCATE accreditation is based on six standards as follows:
 Standard 1: Candidate Knowledge, Skills, and Dispositions;
 Standard 2: Assessment System and Unit Evaluation;
 Standard 3: Field Experiences and Clinical Practice;
 Standard 4: Diversity;
 Standard 5: Faculty Qualifications, Performance, and Development; and
 Standard 6: Unit Governance and Resources.
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It should be noted that the NCATE Board of Examiners Review Team was particularly
impressed with the College’s assessment system (Standard 2) and commended the following
strengths:
 The Education Unit is considered a leader and innovator in the university in respect to
assessment activities.
 The Education Unit is addressing issues of diversity through a variety of assessment
activities, including the development of assessment instruments.
 The Teacher Education Council exemplifies the kind of collaboration and cooperation
that should exit on a university campus where educators are prepared in multiple
colleges.
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VI.
Conclusion
The Department of Curriculum and Instruction (C&I) is complex with multiple certification and
seven graduate degree programs. In addition, there are two undergraduate degree programs that
include teaching certification, and additional certification programs that are part of degrees in
other colleges. Some graduate students work toward teaching certification while also pursuing
a graduate degree, but others seek only certification. Each semester the department employs
approximately 100 faculty members who are either (1) tenured or on the tenure track or (2)
fulltime or part-time instructors. These individuals are mostly located on the main campus in
Lubbock, but others are in Dallas or the Hill Country. Supervisors of interns may be found
across the state, or even outside Texas.
C&I vies with the Chemistry Department for which program has the largest doctoral program
on campus. Since the graduate programs in C&I share resources with programs in the
Department of Educational Psychology and Leadership (EP&L), many of the features to which
this program review attends are administered at the College level rather than by the Department.
Thus, some of this review has focused on the College rather than Department.
Given the integration of programs within C&I, and between C&I and EP&L, our future
direction is guided by the College’s Strategic Plan, which in turn is closely aligned with the
University’s strategic priorities. Thus, the remainder of this conclusion of the graduate review
is organized under the headings of the five major priorities of the College’s and Department’s
strategic plan.
1. Increasing Enrollment: In respect to increasing enrollments, attention has been focused on
doing so at program levels—master’s, doctoral, and certification. A proposal for a blended
delivery format (a combination of face to face and at a distance program) has been mostly
approved at the university level and will then be reviewed by the Texas Higher Education
Coordinating Board. With Board approval, it is anticipated the program will begin as early
as fall 2011, thereby increasing doctoral enrollment by approximately 15 students. At the
masters level, students seeking certification are encouraged to continue on to completion of
a master’s degree, which significantly increased enrollment, particularly in the Elementary
Education program. Grants monies in support of student enrollments have impacted courses
in Bilingual Education, Language Literacy Education, and especially on the Masters in
Multidisciplinary Science program, which is administered in the COE with significant
cooperation from Arts and Sciences and Engineering. The Department and College are
leaders on campus in offering courses to meet the needs of part-time students. Increasingly
more and more C&I courses are available online, late afternoon or evening, or during the
summer.
To sustain the momentum of increasing enrollment, the department is increasing
coordination and collaboration with other units. For example, coordination is increasing
with Angelo State University, a sister institution within the Texas Tech System. The
department is also working closely with the University College to maximize the impact of
distance delivered programs. Logistically, the department is focusing on improving its
recruitment processes and streamlining the online application process. A recently hired staff
member for recruitment will be helpful in this process.
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83
2. Strengthening Academic Quality and Reputation: C&I faculty are delivering quality
instruction as indicated by end-of-semester student evaluations of course and instructor.
Such evaluations are consistently the highest ranked or second highest ranked in the
university. In addition, the department is instituting a peer-review process to supplement
student evaluations. To COE’s Office of Accreditation and Assessment is available to assist
the department in assessing the attainment of C&I’s strategic goals. TracDat, a commercial
software solution, has been extremely helpful in organizing and tracking student learning
outcomes as part of Program Assessment Plans. The implementation of such assessment
procedures will further enhance the quality of programs, by providing data that indicate
strengths and weaknesses, and using the data to make improvements. Such data are also
useful for accreditation reviews for NCATE and SACS. The ultimate success of programs
within C&I is demonstrated by their ability to meet state and national accreditation
standards.
3. Expanding and Enhancing Research: Faculty member’s scholarly productivity has
increased significantly in recent years, especially in terms of publishing in refereed journals
and procuring grants. Such productivity is well aligned with the University’s goal to attain
Tier 1 status, with increased emphasis on funded research.
The College has initiated research teams and centers that will integrate faculty’s expertise
and involve graduate students in interdisciplinary research projects. The department’s new
Center for Teacher Development and Research is designed to support this initiative. Two
other centers also have an important role in the department. The Center for the Integration
of Science Education and Research encourages, promotes, and supports the integration of
education and research in the sciences, not only for Texas Tech students, but also for
students and teachers in the K-12 schools. The Center for Research in Leadership and
Education seeks to engage in collaborative research and practical application partnerships
with multiple entities across the University. The Center generates nuanced and
comprehensive understandings of the role leadership can play in the elimination of
persistent inequities in public education (nationally and internationally) and in the
development of a more just and caring global society. Currently, the Center houses Project
Teach, which seeks to create leadership skills in Bilingual and ESL teachers. A third center,
the Center for Teacher Development and Research has recently been approved and is being
developed.
Faculty members benefit from logistic assistance provided by the College supporting their
scholarly productivity. For example, the College’s budget system has been reorganized so
that, in part, funds may be better targeted to support grants activities. A grants administrator
has been hired thus allowing faculty members to better focus on the research side of grant
work. The College is hiring a statistician who will help faculty and graduate students
conduct advanced statistical analysis.
4. Conducting Outreach and Partnerships: As members of a department in a professional
college, C&I faculty members consistently focus on the effect of their teaching, research,
and service have on the K-12 schools. Particularly at the undergraduate level, but also at the
graduate level, courses include experiences within the K-12 schools. In some cases courses
are taught entirely in the schools. Teacher education initiatives in Dallas and the Hill
Country are implemented in collaboration with local K-12 schools and community colleges.
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The same is true for programs in Lubbock and West Texas. Research often occurs in K-12
schools; with this kind of partnership being central to our efforts to obtain research grants.
5. Maximizing Efficiency of Resources: Personnel and finance resources are centralized at
the college level within the COE. With the implementation of Responsibility Center
Management (RCM), the College will obtain data that can be used to guide the distribution
and allocation of the resources to reinforce productive faculty members and programs so
that the limited resources will be used strategically to achieve high priority goals.
It is appropriate in these concluding remarks to revisit the department’s 2004-2005 Graduate
Program Review to see how the department addressed concerns expressed in that report.

“The Graduate Program Review 2004-2005 was for the most part impressive in its
thoroughness, but in some places it did not separate the data of College of Education’s
two departments.”
This concern was addressed in Chapter 1 of this report as follows:
An orientation to the review: The organizational structure of the College of Education
(COE) is different than the majority of academic units at Texas Tech University. Most
notable is a centralized budget, with limited financial responsibility given to the
departments. Therefore, most budgetary and some other data in this report are at the
college, not department levels. For example, Chapter 5 in other program reviews is
labeled “Department.” In this report, Chapter 5 is titled “College,” with associated data
at that level.
Similarly, the data in Chapter 3, Section A, the number, rank, and demographics of the
graduate faculty, are actually for the entire COE graduate and undergraduate faculty.
Because of the COE’s budgetary organization, the university’s Office if Institutional
Research and Institutional Management (IRIM) has indicated an inability to
disaggregate faculty data to the department level. Therefore these review data, as
supplied by IRIM via the Graduate School to the department, are really college-level
data.

“Overall the department seems to agree that Diversity is desirable, but how to achieve
it, or even define it, remains problematic.”
The department, the college, and the university desire greater enrollment of underrepresented
populations. As detailed in the following table, college data (departmental-level data are not
available) are all relatively consistent with those of the university. In respect to gender, the
department’s and college’s percentage of females is well above the university average. Also,
the department is considering a broad view of underrepresented to include those candidates with
special needs.
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COE and TTU Ethnicity
Fall 2009 1
COE
Graduate
COE
Undergraduate
American Indian/Alaskan Native
7
3
Asian/Pacific Islander
9
African American
51
18
Hispanic
141
126
Non-Resident Alien
51
12
Unknown
13
8
White, Non-Hispanic
Underrepresented (non-white)
population total
655
556
TOTAL
927
Ethnicity
1
COE
Total
TTU
Total
10
(0.61%)
9
(0.55%)
69
(4.18%)
267
(16.18%)
63
(3.82%)
21
(1.27%)
1,211
(73.39%)
217
(0.72%)
749
(2.49%)
1,303
(4.34%)
4,030
(13.41%)
2,014
(6.70%)
254
(0.85%)
21,482
(71.49%)
26.61%
28.51%
1,650
28,422
723
Data from IRIM
It should also be noted that one of the college’s action plans for 2010-2011 focuses on
increasing underrepresented populations.
Increase Candidate Diversity Action Plan
Action
1.2.1 Increase by 3% the total number of
underrepresented population candidates through
continued participation in such activities as the South
Plains Closing the Gaps Coalition, the P-20 Council
Initiative, the Back to School Fiesta, and the Dallas
Area Program.
Total underrepresented degree candidates (by
ethnicity,
gender and special needs data to be added)
Total underrepresented certification candidates by
ethnicity, gender and special needs data to be
added)
1.2.2 Submit 2 grant proposals in support of
underserved populations.
Responsible
Individual(s)
Simpson ,
Johnson, and
Salazar
Simpson
20072008
20082009
20092010
2010-2011
Target
306
(fall)
351
(fall)
418
(fall)
430 (fall)
119
(AY)
108
(AY)
107
(AY)
110 (AY)
2
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86
In 2003-2004, the college made a commitment to increase the diversity of faculty and staff. The
results are noted in the following two tables.
New Faculty
College of Education
2003/04-2009/10
New Faculty
Gender
Female
Male
TOTALS
Female
44/65
Male
21/65
44
21
65
68%
32%
Ethnicity
AfricanAmerican 4
Hispanic 10
Other
11
White
40
65
Underrepresented
25/65 38%
White
40/65 62%
Current Status
As of fall 2009,
14 faculty
members have
resigned.
51/65 (78%)
have been
retained since
2003-04.
New Staff
College of Education
2003/04-2009/10
New Staff
TOTALS
Gender
Female 35
Male
8
43
Female 35/43
(81%)
Male 8/43
(19%)

Ethnicity
AfricanAmerican
Hispanic
Other
White
2
9
1
31
43
Current Status
As of fall 2009, 12
staff members have
resigned.
31/43 (72%) have
been retained since
2003-04.
Underrepresented
12/43 (28%)
White 31/43 (72%)
“A third problem is the department’s lukewarm view of distance education.”
The College of Education and the Department of Curriculum and Instruction have now become
leaders at Texas Tech in respect to the distance delivery of coursework and programs. In a
6/1/10 memo from the University College, it was noted that for 2008-2009, the COE had 13,279
total enrollments in distance programs, with total semester credit hours of 40,316.
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VII. Appendices: Curriculum and Instruction
Appendix A
Strategic Plan
The strategic plan for the Department of Curriculum and Instruction may be reviewed online.
Appendix B
Graduate Course Offerings
Courses in the Department of Curriculum and Instruction are located online by following the
program hyperlinks below:





Bilingual Education (EDBL)
Curriculum and Instruction (EDCI)
Elementary Education (EDEL)
Language Literacy Education (EDLL)
Secondary Education (EDSE)
Appendix C
Graduate Student Handbook
The content and use of Graduate Student Handbooks are currently under review. Faculty
members are working to focus the materials in the handbooks and to make them more user
friendly. Some of this will be accomplished by developing a common college handbook, thus
allowing for tighter more focused program-level ones. Although the following Department of
Curriculum and Instruction Graduate Student Handbooks are under review and being updated,
they may be viewed online by following the hyperlinks below.
Individuals seeking the doctoral degree (Ph.D.) in Curriculum and Instruction are able to study
in one of five concentrations: Bilingual/ESL Education, Curriculum Studies/Teacher Education,
Language and Literacy Education, Physical Education and Sports Science, and Science and
Mathematics Education. The doctoral handbook may be reviewed online. Master’s level
handbooks may be reviewed through the following hyperlinks.
 Bilingual Education and Diversity Studies
 Curriculum Studies/Teacher Education
 Elementary Education
 Language Literacy Education
 Secondary Education
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Appendix D
Graduate Student Association
The College of Education
Education Graduate Student Organization
The Education Graduate Student Organization’s mission is to:
 foster communication between students, faculty, and administration;
 provide a means for representing graduate student concerns and distributing information;
and
 facilitate and support the graduate student experience in the College of Education.
This mission is advanced by:
 connecting graduate students with researchers working in their fields of interest;
 finding support for research and publications;
 educating about job search processes and opportunities;
 providing information about graduate student issues; and
 helping utilize resources in the College of Education.
Fall 2010 membership is approximately 35 graduate students. Monthly meeting focusing on
professional development, including such topics as the academic job search, cooperative
teaching in higher education, online teaching, and networking at conferences. The organization
conducts a new graduate student orientation for the college, and members regularly volunteer in
the community.
Appendix E
Graduate Faculty Information
Graduate faculty information, following the suggested format, is extensive and has been placed
on disk for review.
Curriculum & Instruction