Graduate Program Review
2010-2011
Department of
Educational Psychology and Leadership
William Lan, Chair
College of Education
Charles Ruch, Interim Dean
Peggy Johnson, Acting Dean
November 2010
1
Graduate Program Review
Department of Educational Psychology and Leadership
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 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 Educational Psychology and Leadership strives to stimulate and
nurture the intellectual and personal growth of students as they prepare for careers as
professionals/educators in one of the department’s six programs: Counselor Education,
Educational Leadership/Administration, Educational Psychology, Higher Education,
Instructional Technology, and Special Education.
Educational Psychology & Leadership
2
Vision Statement
The Department of Educational Psychology and Leadership engages students in
experiences that broaden their skills in critical thinking, that prepare them for
professional careers, and that instill in them a life-long commitment to professional and
personal development.
Furthermore, the Department will be a regional, state, and national leader in the
preparation of educators/professionals; make noteworthy contributions to the profession
of its respective programs; and prepare its students to assert leadership in addressing
societal needs.
Core Values Statement
Programs in the Department of Educational Psychology and Leadership are committed to
the following core values:








dignity and worth of all individuals;
cultural diversity;
collaboration and cooperation;
creativity, individuality, and innovation;
academic integrity and excellence;
open communication and collaborative decision making;
professional and community service; and
the interface of theory and practice.
Strategic Priorities/Goals
The following Department of Educational Psychology and Leadership 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.
Educational Psychology & Leadership
3
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.
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
Educational Psychology & Leadership
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
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.
Educational Psychology & Leadership
5
II. Graduate Curricula and Degree Programs
A. 1. Scope of programs within the department
The Department of Educational Psychology and Leadership supervises the following degree
programs and certificates:
 Master of Education in Counselor Education
 Master of Education in Educational Leadership
 Master of Education in Educational Psychology
 Master of Education in Higher Education
 Master of Education in Instructional Technology
 Master of Education in Special Education
 Doctor of Education in Educational Leadership
 Doctor of Education in Higher Education
 Doctor of Education in Instructional Technology
 Doctor of Education in Special Education
 Doctor of Philosophy in Counselor Education
 Doctor of Philosophy in Educational Psychology
 Doctor of Philosophy in Higher Education–Higher Education Research
 Graduate Certificate in Applied Behavior Analysis
 Graduate Certificate in Autism
 Graduate Certificate in Dual Sensory Impairment
 Graduate Certificate in Mental Health Counseling
 Graduate Certificate in Special Education Transition
Note that all master’s programs allow for either a 36 hour, non-thesis plan, or a 30 hour plan
with a thesis.
Graduate Degree Programs
Counselor Education. The college offers both a master’s and a doctoral program in counselor
education. The master’s program consists of 48 semester hours and offers two tracks or majors:
school counseling and community counseling. The doctoral program offers one major in
counselor education. The master’s and doctoral programs are accredited by the Council for
Accreditation of Counseling and Related Educational Programs. Students desiring to obtain
only the professional certificate in school counseling must have a master’s degree in education
from an accredited university and be admitted to the Graduate School and the Counselor
Education Program. In addition to completing the program successfully, the applicant must have
two years teaching experience, have a valid teaching certificate, and pass a TExES examination
administered by the State Board for Educator Certification. Additional information about
counselor education is available online at www.educ.ttu.edu/epce.
Educational Leadership. The Educational Leadership Program offers a Master of Education
(M.Ed.) and a Doctor of Education (Ed.D.) degree in educational leadership. Graduate programs
are also offered for principal and superintendent professional certificates. Degree programs and
Educational Psychology and Leadership
6
certification programs have different requirements, but many courses will apply to both and are
explained online at www.educ.ttu.edu/edld.
Educational Psychology. Students enrolled in the educational psychology program earn a
M.Ed. in Educational Psychology and/or a Ph.D. in Educational Psychology. Doctoral students
have the option of selecting an emphasis in cognition, learning, and development; school
psychology; or sport psychology. A minimum of 36 semester credit hours is required for the
Master of Education degree. A minimum of 91 semester credit hours is required for the Doctor
of Philosophy degree. For more information, see the program website at
www.educ.ttu.edu/epsy.
Higher Education. The master’s program consists of two tracks or majors: higher education
administration (36 semester hours) and student affairs (39 semester hours). The Higher
Education Program offers two doctoral degrees. The Doctor of Education (Ed.D.) is designed
for the advanced student who wishes to achieve a superior level of competency in his or her
professional field with emphasis on practice and leadership. Under the direction of their advisor,
students may select a focus in community college leadership, university administration, or
student affairs. The Doctor of Philosophy (Ph.D.) is designed for the advanced student who
wants to acquire the ability to contribute to the knowledge base of teaching, education, and
leadership through a thorough grounding in the conduct of research. The Ph.D. will prepare
students for professional careers as institutional researchers and planners; administrators with an
orientation towards research, sponsored programs, or grant proposal writing; program
assessment-evaluation specialists; research associates; and faculty members.
For further information, see the program Web site at www.educ.ttu.edu/edhe.
Instructional Technology. The instructional technology program offers both master’s and
doctoral degrees. The goal of the program is to prepare specialists in the field of instructional
design and technology. Graduate programs include a foundation of educational research and
educational psychology as well as an in-depth study of instructional design and educational
technology applications. Several online courses are offered and an online master’s degree is
available. The master’s program requires 39 credit hours beyond a bachelor’s degree. Two
areas of emphasis are available: educational computing and distance education. The doctoral
program requires 83 credit hours plus a dissertation beyond a bachelor’s degree. Doctoral
program graduates often enter the field of higher education as professors, instructional
designers, and technology specialists. For more information, see www.educ.ttu.edu/edit.
Special Education. Special education certification program provides are available in generic
special education, educational diagnostician, orientation and mobility, visual impairment, and
deaf education. A minimum of 36 hours is required for the master’s degree. Additional hours
are required for certain certificates. The Doctor of Education degree requires a minimum of 93
graduate hours. Specific areas of interest within the Special Education Program include autism,
emotional disturbance, learning disabilities, mental retardation, orientation and mobility, visual
impairment, and deaf education. A majority of the courses in the master’s program in special
education are available online. Courses in the doctoral core are generally available in the
summer sessions to accommodate those employed in the public school system. These 15 hours
are traditional on-campus classes. The remainder of the program can be completed through
distance education with a residency requirement. For additional information, see
http://www.educ.ttu.edu/edsp/.
Educational Psychology and Leadership
7
Graduate Certificate Programs
Applied Behavior Analysis. The 15-hour Graduate Certificate in Applied Behavior
Analysis serves as a course of study for students who want to take the Board Certified Behavior
Analyst coursework but may not want to complete the entire national certification process.
Autism. The 15-hour Graduate Certificate in Autism allows students to specialize in the area of
autism while developing additional skills in working with children with autism spectrum
disorders.
College Student Counseling. The 15-hour Graduate Certificate in College Student Counseling
does not represent licensure or certification in mental health, but it will enhance professionals
who work in student counseling, mentoring, advising, personnel, and student affairs perform
their duties more effectively.
Dual Sensory Impairment. The 15-hour Graduate Certificate in Dual-Sensory
Impairment closely mirrors Council for Exceptional Children standards. The certificate can be
undertaken during a master’s or post-baccalaureate certification program or as a stand-alone
certificate.
Higher Education Administration. The 15-hour Graduate Certificate in Higher Education
Administration provides the opportunity for higher education professionals to hone their skills
in current trends, methodologies, administration, strategic management, and leadership.
Mental Health Counseling. The 15-hour Graduate Certificate in Mental Health Counseling is a
post-master’s certificate designed for counseling professionals who wish to expand their
training to a specialization in the mental health area.
Special Education Transition. The 15-hour Graduate Certificate in Special Education
Transition provides specialized training for anyone working with individuals with disabilities in
the transition from school to employment, postsecondary education, or independent living. It
can be undertaken during a master’s, doctorate, or post-baccalaureate certification program or as
a stand-alone certificate.
A. 2. Expected learning outcomes and outcomes assessment.
Each program in Educational Psychology and Leadership has developed a Program Assessment
Plan, which includes the program purpose, student learning outcomes, associated assessments
and data, and actions for improvement. Complete program assessment plans for EP&L are
housed in TracDat, a software platform used throughout the university. Following is a limited
example from the Counselor Education assessment plan found in TracDat. This example shows
only one of several student learning outcomes.
Educational Psychology and Leadership
8
Program – Counselor Education (M.Ed.)
Student Learning Outcome
To acquire knowledge in the areas of human growth and development, social and
cultural foundations, helping relationships, group work, career and lifestyle
development, appraisal, research and program development, and professional
orientation and ethics.
Outcome Types:
Student Learning
Start Date:
09/01/2006
Outcome Status:
Active
Assessment Method:
CPCE Exam
Assessment Method Category
Standardized Test
Criterion:
Student mean score will meet or exceed the national average in each of the eight
areas identified as a learning outcome.
Results
CPCE Exam (Comps): 2005-2008, pass rate 90% (form 146105, n=27) and 97%
(form 14620, n=36).{NOTE: The CPCE Exam information came from the Texas
State Board in this format.}
Result Type:
Criterion Met
Action for Improvement
Continue to monitor
Complete assessment plans for master’s and doctoral programs, including learning outcomes
with associated assessments, may be accessed online by following the hyperlinks below.













Master of Education in Counselor Education
Master of Education in Educational Leadership
Master of Education in Educational Psychology
Master of Education in Higher Education
Master of Education in Instructional Technology
Master of Education in Special Education
Doctor of Education in Educational Leadership
Doctor of Education in Higher Education
Doctor of Education in Instructional Technology
Doctor of Education in Special Education
Doctor of Philosophy in Counselor Education
Doctor of Philosophy in Educational Psychology
Doctor of Philosophy in Higher Education–Higher Education Research
Educational Psychology and Leadership
9
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 also follow, or they may be reviewed online.
Educational Psychology and Leadership
10
B. Number and types of degrees awarded
Degrees Awarded - Academic Year
(Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
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
09/10
0
Masters
17
36
32
24
21
18
Doctorates
2
2
3
0
2
2
Degrees Awarded - Academic Year
(Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
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
28
27
30
28
26
Doctorates
1
2
2
5
5
09/10
Educational Psychology and Leadership
11
Degrees Awarded - Academic Year
(Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
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
2
3
1
4
2
3
Doctorates
0
4
1
1
3
5
Degrees Awarded - Academic Year
(Higher Education)
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
Bachelor
0
0
0
0
0
09/10
0
Masters
9
13
6
9
11
13
Doctorates
10
5
12
5
8
4
Educational Psychology and Leadership
12
Degrees Awarded - Academic Year
(Instructional Technology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
Bachelor
0
0
0
0
0
09/10
0
Masters
12
14
17
21
10
14
Doctorates
0
4
1
5
9
4
Degrees Awarded - Academic Year
(Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
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
09/10
0
Masters
12
24
31
26
35
38
Doctorates
6
2
4
4
6
6
Educational Psychology and Leadership
13
TTU College of Education
Graduate Program Degrees Awarded
Source: Institutional Research and Information Mgmt
Name of Program
Counselor Education
Educational Leadership
Educational Psychology
Higher Education
Instructional Technology
Special Education
2004-2005
19
29
2
19
12
18
2005-2006
38
29
7
18
18
26
2006-2007
35
32
2
18
18
35
Comparison of Degrees Awarded Fall Data
04/05
05/06
Oklahoma State University
0
0
Bachelor
0
0
Master
27
17
Doctoral
University of Georgia
Bachelor
Master
6
2
Doctoral
University of North Texas
0
0
Bachelor
11
9
Master
10
9
Doctoral
West Virginia University
Bachelor
4
5
Master
4
4
Doctoral
University of Oklahoma
Bachelor
27
32
Master
14
7
Doctoral
University of Mississippi
76
77
Master
15
22
Specialist
13
8
Doctoral
Texas A&M University - Corpus Christi
Bachelor
44
52
Master
8
7
Doctoral
Washington State University - Educational Leadership
Bachelor
15
22
Master
4
5
Doctoral
Washington State University - Higher Education
Bachelor
14
11
Master
3
Doctoral
Washington State University - Special Education
Bachelor
Master
Doctoral
Washington State University - Counselor Education
Bachelor
0
5
Master
Doctoral
Washington State University - Educational Psychology
Bachelor
1
Master
4
3
Doctoral
Texas Tech - Total EP&L
Bachelor
0
0
Master
80
117
Doctoral
19
19
2007-2008
24
33
5
14
26
30
06/07
2008-2009
23
31
5
19
19
41
07/08
2009-2010
20
8
17
18
44
08/09
09/10
0
0
11
0
0
16
0
0
5
0
0
5
2
5
10
11
0
10
11
0
15
12
0
8
7
0
12
12
5
0
3
5
0
1
1
2
35
12
27
8
35
10
32
14
98
32
7
83
14
13
48
18
12
75
25
13
46
10
59
15
70
4
19
8
14
12
19
17
7
2
14
4
14
7
17
1
3
1
5
4
1
6
5
1
1
1
0
112
20
0
105
33
12
2
0
117
23
8
0
86
21
Educational Psychology and Leadership
14
C. Undergraduate and graduate semester credit hours *
AY SCH compared to Budget
(Educational Psychology and Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
14,000
$500,000
$490,000
12,000
$480,000
10,000
$470,000
8,000
$460,000
6,000
$450,000
4,000
$440,000
2,000
0
Undergraduate
Graduate
Operating Cost
$430,000
04/05
05/06
06/07
07/08
08/09
11,590
10,965
10,676
10,431
9,940
8,449
10,665
10,300
9,976
10,944
$455,574
$471,413
$448,491
$488,080
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.
Educational Psychology and Leadership
15
D. Number of majors in the department for the fall semesters
Enrollment by Level - Fall Data (Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
120
100
80
60
40
20
0
04/05
05/06
06/07
07/08
08/09
0
0
0
0
0
0
Masters
104
84
70
61
57
52
Doctoral
17
13
11
15
16
18
09/10
Bachelor's
09/10
Enrollment by Level - Fall Data
(Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
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
0
Masters
62
57
60
54
57
49
Doctoral
30
30
33
38
37
40
Educational Psychology and Leadership
16
Enrollment by Level - Fall Data
(Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
30
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor's
0
0
0
0
0
0
Masters
3
5
4
8
5
7
Doctoral
19
22
27
27
26
23
Enrollment by Level - Fall Data (Higher Education)
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
21
17
20
36
41
38
Doctoral
68
70
64
51
44
42
Educational Psychology and Leadership
17
Enrollment by Level - Fall Data
(Instructional Technology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
50
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
28
31
37
26
36
46
Doctoral
33
33
36
43
34
32
Enrollment by Level - Fall Data (Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
120
100
80
60
40
20
0
04/05
05/06
06/07
07/08
08/09
Bachelor's
0
0
0
0
0
09/10
0
Masters
50
63
59
78
88
102
Doctoral
18
22
28
29
22
23
Educational Psychology and Leadership
18
In addition to delivering degree programs, the Department of Educational Psychology and
Leadership is responsible for providing coursework and support services for a number of
educator certification programs for individuals becoming counselors, principals,
superintendents, and educational diagnosticians. The following two tables indicate the number
of individuals completing these programs, and those enrolled in the programs.
Educational Psychology and Leadership
Educator Certificates Issued
Type and Level
Probationary
Administration
2005-2006
2006-2007
2007-2008
2008-2009
2009-20010
2
0
6
2
3
60
63
24
69
30
62
50
60
51
60
125
93
98
From the College of Education Certification Office
112
114
Standard
Special Education
Professional
Total
1
Graduate Certification Student Enrollments 1
Certificate Description
Fall 2005
Fall 2006
Professional
94
115
1
From the College of Education Certification Office
Fall 2007
95
Fall 2008
118
Fall 2009
80
TTU College of Education
Graduate Degree Program Enrollment
Source: Institutional Research and Information Mgmt
Name of Program
Counselor Education
Educational Leadership
Educational Psychology
Higher Education
Instructional Technology
Special Education
2004-2005
121
92
22
89
61
68
2005-2006
97
87
27
87
64
85
2006-2007
81
93
31
84
73
87
2007-2008
76
92
35
87
69
107
2008-2009
73
94
31
85
70
110
2009-2010
70
89
30
80
78
125
Educational Psychology and Leadership
19
Comparison of Enrollment Fall Data
Oklahoma State University
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor
Master
Doctoral
0
0
90
0
0
79
0
0
74
0
0
84
0
12
80
0
18
67
Bachelor
Master
Doctoral
44
48
48
50
58
55
Bachelor
Master
Doctoral
0
33
523
0
135
260
0
279
462
0
248
472
0
198
491
0
281
532
4
9
9
0
4
5
4
1
1
2
157
39
191
40
209
43
203
35
201
40
191
41
66
183
41
65
124
25
62
141
31
71
199
57
67
151
99
148
111
133
108
129
105
119
95
47
86
53
107
56
91
57
86
66
70
24
22
30
22
40
20
31
19
32
21
10
14
2
18
4
17
6
18
6
21
14
19
22
24
2
7
1
7
1
6
1
10
1
10
0
257
190
0
250
199
0
263
203
0
284
179
0
294
178
University of Georgia
University of North Texas
West Virginia University
Bachelor
5
Master
4
Doctoral
Texas A&M University - Corpus Christi
Bachelor
165
Master
39
Doctoral
University of Mississippi
Master
Specialist
Doctoral
University of Oklahoma
Bachelor
121
Master
104
Doctoral
Washington State University - Educational Leadership
Bachelor
30
Master
66
Doctoral
Washington State University - Higher Education
Bachelor
9
Master
13
Doctoral
Washington State University - Special Education
Bachelor
4
Master
Doctoral
Washington State University - Counselor Education
Bachelor
11
Master
Doctoral
Washington State University - Educational Psychology
Bachelor
1
Master
5
Doctoral
Texas Tech - Total EP&L
Bachelor
0
Master
268
Doctoral
185
Educational Psychology and Leadership
20
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 Management
Table Prepared by The Graduate School
2008-09
DEPT
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
Subject
EDEC
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDHE
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
COURSE
5310
5001
5300
5302
5303
5305
5313
5315
5321
5322
5323
5324
5332
5333
5334
5335
5341
5342
5343
5393
5394
6000
6310
6311
6325
6370
7000
8000
5316
5317
5318
5320
5321
5322
5325
5326
5330
2004-05
32
14
14
0
0
0
16
11
22
10
13
0
13
8
8
13
3
11
24
10
7
0
13
2
0
0
16
115
37
24
70
12
0
0
25
10
41
2005-06
30
19
35
3
0
12
13
5
19
6
15
17
13
16
13
16
0
11
12
7
4
0
5
2
6
0
14
94
34
33
63
0
10
9
32
0
39
2006-07
22
29
3
0
13
15
12
5
14
12
8
20
11
0
15
0
12
6
11
9
4
0
2
5
8
5
20
78
23
17
97
6
0
16
27
10
26
2007-08
21
3
25
8
6
20
11
0
11
7
10
8
9
0
14
8
10
5
12
8
2
0
0
0
6
8
12
57
35
27
63
0
12
8
25
7
17
(Fall 08
only)
8
0
15
0
0
16
0
0
14
7
0
9
13
0
6
0
0
8
12
4
2
0
0
0
0
0
0
21
26
0
13
11
0
14
21
0
0
2009-10
Total
113
65
92
11
19
63
52
21
80
42
46
54
59
24
56
37
25
41
71
38
19
0
20
9
20
13
62
365
155
101
306
29
22
47
130
27
123
Educational Psychology and Leadership
21
2008-09
DEPT
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
Subject
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDIT
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
EDLD
COURSE
5341
5342
5370
5380
5390
5395
5397
6317
6322
6325
6380
7000
8000
5001
5306
5310
5330
5340
5350
5351
5361
5380
5381
5382
5391
5392
5394
6001
6300
6310
6321
6330
6340
6341
6351
6361
6380
6392
7000
8000
2004-05
42
14
29
29
26
19
14
16
13
0
0
9
41
49
21
0
25
37
33
31
12
14
13
12
60
27
6
6
0
0
0
9
0
11
15
4
11
3
23
34
2005-06
37
23
36
23
30
23
27
0
0
13
13
18
41
34
29
16
27
29
27
49
26
10
10
10
21
27
13
7
9
9
0
0
0
0
0
5
0
2
27
32
2006-07
15
12
15
17
23
16
21
6
11
0
0
17
61
56
26
32
22
32
26
9
51
6
5
5
37
35
10
0
0
0
0
0
0
10
6
10
13
2
15
42
2007-08
18
15
27
12
15
13
14
0
0
7
11
8
53
38
26
27
29
32
38
0
25
8
8
7
30
52
5
0
16
0
0
17
12
9
14
11
0
2
33
44
(Fall 08
only)
0
0
20
0
22
0
0
0
13
0
0
7
10
10
0
28
26
0
24
0
0
0
0
0
0
28
7
7
0
0
16
0
0
0
10
0
0
0
4
12
2009-10
Total
112
64
127
81
116
71
76
22
37
20
24
59
206
187
102
103
129
130
148
89
114
38
36
34
148
169
41
20
25
9
16
26
12
30
45
30
24
9
102
164
Educational Psychology and Leadership
22
2008-09
DEPT
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
Subject
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EDSP
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
COURSE
5093
5094
5300
5301
5303
5304
5306
5307
5308
5310
5320
5330
5350
5351
5352
5353
5354
5380
5381
5382
5383
5384
5386
5387
5388
5389
5390
6000
6301
6303
6304
7000
8000
5001
5094
5352
5353
5354
5355
5357
5358
5360
5364
5366
5367
5369
2004-05
93
19
27
35
24
49
16
50
20
6
37
26
0
0
0
0
0
26
13
31
33
36
7
7
11
27
159
0
7
0
0
39
37
15
65
34
31
47
29
31
18
40
37
26
46
0
2005-06
86
11
51
34
29
29
10
50
26
0
41
47
26
19
19
20
21
26
16
23
37
40
5
5
16
28
52
0
0
9
9
39
38
10
67
18
19
33
28
19
12
34
28
29
26
0
2006-07
94
15
68
47
29
31
10
38
19
0
49
34
21
25
23
24
26
26
19
21
38
32
12
11
14
39
94
0
10
0
0
36
43
15
52
14
22
33
27
26
8
20
22
17
32
0
2007-08
94
30
54
38
30
36
11
43
22
0
43
41
23
19
21
19
18
37
13
45
49
28
10
10
0
27
52
0
6
9
7
41
40
5
47
14
24
18
33
19
13
26
35
32
18
10
(Fall 08
only)
43
0
27
15
0
0
0
0
0
9
18
17
0
21
19
0
0
24
9
20
21
23
0
0
0
20
36
1
0
0
0
12
20
3
17
7
21
20
9
7
5
7
22
8
0
0
2009-10
Total
410
75
227
169
112
145
47
181
87
15
188
165
70
84
82
63
65
139
70
140
178
159
34
33
41
141
393
1
23
18
16
167
178
48
248
87
117
151
126
102
56
127
144
112
122
10
Educational Psychology and Leadership
23
2008-09
DEPT
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
EPSL
Totals
Subject
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPCE
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
EPSY
COURSE
5370
5371
5372
5373
6001
6094
6335
6350
6354
6360
6366
7000
8000
5310
5314
5323
5330
5331
5332
5333
5349
5356
5379
5380
5381
5382
5383
5385
5389
5393
6000
6100
6301
6302
6303
6304
6305
6332
6349
7000
8000
2004-05
34
39
15
0
5
16
0
20
1
0
0
6
14
14
16
97
0
94
121
12
0
51
183
120
47
48
26
18
19
1
1
0
21
19
10
41
8
0
53
21
35
3782
2005-06
20
21
11
0
2
0
0
0
0
0
0
8
22
18
15
107
0
131
112
5
0
49
177
116
48
60
24
16
20
7
0
0
15
11
14
44
24
15
6
28
37
3678
2006-07
42
26
19
0
2
0
0
0
0
0
0
9
18
18
6
81
0
137
85
4
11
25
169
109
23
49
34
9
15
3
3
0
15
15
5
13
15
0
29
53
45
3548
2007-08
17
21
9
0
1
0
10
10
12
0
12
5
12
13
12
76
13
133
75
4
0
39
149
113
49
35
30
10
26
4
3
0
10
11
0
8
9
8
32
33
85
3450
(Fall 08
only)
7
0
0
4
0
0
0
11
0
11
0
1
7
0
7
24
13
41
23
0
13
10
55
52
20
18
10
10
0
1
0
9
19
0
0
4
0
0
8
5
27
1355
2009-10
Total
120
107
54
4
10
16
10
41
13
11
12
29
73
63
56
385
26
536
416
25
24
174
733
510
187
210
124
63
80
16
7
9
80
56
29
110
56
23
128
140
229
0 15813
Educational Psychology and Leadership
24
F. Courses cross listed
There are no cross listed courses in the department.
A number of programs in the department culminate with a professional educator 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.
Educational Psychology and Leadership
25
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:
Educational Psychology and Leadership
2
Graduate Student Survey – 2009-2010
Educational Psychology and Leadership
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
EDHE
20
4.20
4.15
3.85
4.30
4.25
4.18
3.07
4.11
3.75
4.05
3.83
4.11
3.95
4.15
4.26
4.11
3.89
4.05
4.30
4.32
4.20
4.40
4.10
4.15
4.20
4.21
4.05
3.94
4.00
4.00
4.40
EDIT
22
4.68
4.71
4.73
4.76
4.59
4.77
4.30
4.76
4.67
4.52
4.15
4.09
4.09
4.30
4.52
4.35
4.41
3.95
4.52
4.48
4.68
4.45
4.59
4.64
4.86
4.77
4.77
4.68
4.59
4.68
4.77
EDLD
34
4.06
4.52
4.68
4.44
4.45
4.32
3.90
4.50
4.32
4.41
4.28
4.38
4.09
4.15
4.26
3.94
3.85
4.15
4.15
4.18
4.26
4.41
4.35
4.50
4.53
4.15
4.44
4.18
4.06
4.24
4.65
EDSP
88
4.61
4.66
4.68
4.68
4.66
4.70
4.69
4.65
4.58
4.51
4.80
4.69
4.34
4.38
4.67
4.48
4.51
4.45
4.66
4.67
4.64
4.59
4.73
4.70
4.70
4.65
4.72
4.56
4.55
4.64
4.66
EPCE
33
4.26
4.19
4.84
4.56
4.38
4.30
4.25
4.28
4.03
4.09
4.00
4.77
3.94
3.84
4.45
4.19
3.93
4.52
4.30
4.61
4.44
4.50
4.44
4.44
4.69
4.72
4.66
4.22
4.00
4.50
4.58
EPSY
6
3.20
3.83
4.17
4.17
3.67
4.00
4.33
4.83
4.83
4.50
3.60
4.17
4.00
3.33
4.00
4.00
4.33
4.00
3.67
4.00
4.33
3.83
4.33
4.17
4.00
4.33
4.50
3.50
3.67
4.00
4.67
BLANK
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
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
Educational Psychology and Leadership
27
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
Educational Psychology and Leadership
28
Comparison of Full-time Faculty
04/05
05/06
Oklahoma State University
9
9
Tenure/Tenure Track
11
11
Non-tenure track
5
5
TA's
University of Georgia
7
8
Tenure/Tenure Track
1
1
Non-tenure track
TA's
University of North Texas
5
5
Tenure/Tenure Track
1
1
Non-tenure track
0
0
TA's
West Virginia University
4
5
Tenure/Tenure Track
1
1
Non-tenure track
7
6
TA's
Texas A&M University - Corpus Christi
14
18
Tenure/Tenure Track
7
12
Non-tenure track
0
2
TA's
University of Mississippi
10
11
Tenure/Tenure Track
0
0
Non-tenure track
N/A
N/A
TA's
University of Oklahoma
22
20
Tenure/Tenure Track
7
6
Non-tenure track
12
14
TA's
Washington State University - Educational Leadership
Tenure/Tenure Track
5
4
Non-tenure track
7
7
TA's
0
0
Washington State University - Higher Education
Tenure/Tenure Track
5
5
Non-tenure track
1
1
TA's
0
0
Washington State University - Special Education
1
1
Tenure/Tenure Track
0
0
Non-tenure track
0
0
TA's
Washington State University - Counselor Education
Tenure/Tenure Track
8
8
Non-tenure track
0
0
TA's
0
0
Washington State University - Educational Psychology
Tenure/Tenure Track
5
5
Non-tenure track
0
0
TA's
0
0
Texas Tech
Tenure/Tenure Track
58
59
Non-tenure track
52
57
GPTI's
14
16
TA's
0
0
06/07
07/08
08/09
09/10
9
9
8
9
11
11
10
11
5
5
5
5
7
6
7
7
1
1
4
5
7
8
1
2
1
1
0
0
1
3
5
5
5
5
1
1
1
1
14
13
12
11
16
12
12
17
22
29
2
0
0
12
13
13
0
1
1
1
N/A
N/A
N/A
N/A
20
23
24
24
7
6
5
7
15
14
14
12
4
5
5
5
7
7
6
6
0
0
0
0
5
5
4
3
0
0
0
0
0
0
0
0
1
1
1
1
0
0
0
0
0
0
0
0
8
8
7
7
0
0
1
1
0
0
0
0
5
4
4
3
0
1
0
0
0
0
0
0
60
62
68
68
70
68
70
92
13
13
9
8
0
0
5
2
1
13
Texas Tech data are for the College of Education, not the Department of Educational
Psychology and Leadership.
Educational Psychology and Leadership
29
B. List of faculty members
List all faculty who were employed by your College during the six years of this review
Faculty
Department of Educational Psychology and Leadership
Faculty Member
Anderes, Thomas
Backus, Davis
Banda, Devender
Blodgett, Teresa
Bradley, Loretta
Brown, Donna (Dee)
Brown, Kaylene
Burkhalter, James
Burley, Hansel
Butner, Bonita
Cain, David
Carpenter, Clint
Carter, Stacy
Cejda, Brent
Cheon, Jongpil
Claudet, Joe
Clinesmith, Cynthia
Cooper, Holly
Collins, Cassondra
Collins, Perry
Crews, Charles
Cowan, Shalia Holloway
Crooks, Steven
Davidson, Roseanna
Duemer, Lee
Duncan, Susan
Duran-Klenclo, Peggy
Elkins, Greg
Elkins, LeAnn
Froeschle, Janet
Gee, Robert
Gosselin, Kevin
Gould, Lera June
Green, R. D’aun
Griffin-Shirley, Nora
Hamza, Aswan
Hartmeister, Fred
Hendricks, Bret
Inan, Fethi
Jacob, Stacy
Johnson, Kenalea
Jones, Stephanie
Kelley, Pat
Ketchum, Anna
Job Title
Faculty
Rank
Adjunct
Adjunct
Assistant
Instructor
Full
Adjunct
Adjunct
Adjunct
Associate
Associate
Assistant
Assistant
Assistant
Associate
Assistant
Associate
Adjunct
Adjunct
Adjunct
Adjunct
Assistant
Adjunct
Associate
Associate
Associate
V. Assistant
Adjunct
Adjunct
Assistant
Assistant
Adjunct
Adjunct
Adjunct
Adjunct
Full
V. Assistant
Full
Associate
Assistant
Assistant
Adjunct
Assistant
Research
Associate
Adjunct
Hire
Date
End
Date
7/05
9/97
9/87
9/09
-------------
9/96
9/08
6/07
9/06
9/98
9/08
9/92
---5/05
---------5/05
-------
9/07
----
9/99
9/88
7/99
9/07
---------5/09
9/09
-------
8/93
9/07
9/93
9/01
9/07
9/08
---5/08
-------------
9/07
9/88
---6/08
Graduate
Faculty
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Educational Psychology and Leadership
30
Faculty Member
Klinker, Joann
Koenig, Alan
Lan, William
Laman, Opal (Effie)
Layton, Carol Ann
Lechtenberger, Deann
Leist, Jay
Ludeke, Amalia
Lock, Robin
Marbley, Aretha
Maushak, Nancy
Méndez-Morse, Sylvia
Miller, Tara
Murray, John
Nes, Sandra
Olivarez, Arturo
Oliver, Diane
Owens, Rebecca
Parker, Amy
Parr, Gerald
Paton, Valerie
Pogrund, Rona
Reutebuch, Colleen
Rodriguez, Roy
Rudd, Loretta
Sanderson-Mitchell,
Shannon
Shen, Jean
Shonrock, Michael
Siwatu, Kamau Oginga
Smith, Derrick
Srinivasan, Sribaghyan
Stevens, Tara
Taliaferro, James
Tallent-Runnels, Mary
Taylor, Colette
Trusty, Shannon
Valle, Fernando
Wagoner, Richard
Wang, Eugene
Wargo, Kyle
West, Cynthia Sturkie
White, David
White, Janet
Williams, Amanda
Zambone, Alana
Zhang, Ke
Job Title
Faculty
Rank
Associate
Full
Full
Adjunct
Associate
Assistant
V. Assistant
Assistant
Associate
Associate
Associate
Associate
Adjunct
Full
Assistant
Full
V. Assistant
Adjunct
Research
Ast.
Full
Associate
Associate
Assistant
Full
Assistant
Adjunct
Assistant
Associate
Assistant
Adjunct
V. Assistant
Associate
Adjunct
Full
Assistant
Adjunct
Assistant
V. Assistant
Assistant
Adjunct
Adjunct
Instructor
Assistant
Instructor
Adjunct
Assistant
Hire
Date
End
Date
7/03
9/88
9/90
---5/05
----
9/01
9/03
9/06
9/06
9/96
9/97
9/98
9/99
5/09
---5/07
5/07
-------------
9/98
9/02
9/96
9/05
5/07
5/05
7/08
5/07
8/06
----
9/74
---------5/07
---8/10
Graduate
Faculty
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
12/05
9/06
9/05
6/06
9/2008
9/01
8/05
5/08
-------
9/06
9/98
5/07
----
6/08
8/10
----
7/08
9/05
1/06
6/97
---5/06
-------
8/96
9/01
9/01
---5/06
----
9/03
5/06
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Educational Psychology and Leadership
31
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 Educational Psychology and Leadership
2004
F=35
Publication Type
2005
F=37
2006
F=36
Refereed Articles/Abstracts
N= 15
# = 33
N = 24
# = 46
Books/Book Chapters
N= 6
# = 14
N= 6
# = 15
Other Publications
N= 2
#=4
N= 1
#=1
N= 27
N= 30
Presentations
# = 121 # = 125
N = number of full time faculty contributing
F = number of full time faculty
# = number of publications
2007
F=36
2008
F=39
2009
F=39
N = 25 N = 26 N = 30 N = 29
# = 53
# = 64
# = 81 # = 91
N= 11
N= 5
N= 9
N= 8
# = 16
# = 14
# = 15 # = 26
N= 4
N= 1
N= 3
N= 3
#=3
# = 11
#=3 #=7
N= 32
N= 34
N= 37 N= 33
# = 137 # = 154 # = 190 # = 194
D. Responsibilities and leadership in professional societies
Professional Society Leadership
Department of Educational Psychology and Leadership
2004
F=35
2005
F=37
2006
F=36
2007
F=36
2008
F=39
2009
F=39
12
2
8
3
14
2
8
4
18
3
10
7
20
3
10
6
22
3
10
7
25
4
14
8
Professional Leadership
Editor/Editorial
Executive Board
Officer in National Org.
Committees
F = number of full time faculty
Educational Psychology and Leadership
32
Committee Service
Department of Educational Psychology and Leadership
Faculty Name
Banda Devendar
Bradley Loretta
Brown Dee
Burley Hansel
Cain David
Carter Stacy
Cheon Jongpil
Claudet Joe
Crews Charles
Crooks Steve
Davidson
Roseanna
Duemer Lee
Elkins LeAnn
Fethi Inan
Foreschle Janet
Griffin-Shirley
Nora
Hartmeister Fred
Hendrick Bret
Jacob Stacy
Jones Stephanie
Klinker JoAnn
Lan William
Lechtenberger
DeAnn
Lock Robin
Marbley Aretha
Maushak Nancy
Mendez-Morse
Sylvia
Parker Amy
Parr Jerry
Paton Valerie
Pogrund Rona
Rodriguez Roy
Rudd Loretta
Committees
Chaired
Committees
Served in
Department
Masters Doctoral Masters Doctoral
1
14
12
3
9
13
1
1
2
1
9
4
4
1
3
6
16
7
3
32
5
1
2
5
1
3
6
3
1
5
8
10
4
18
20
10
1
5
7
3
Committees
Served outside
department
Masters Doctoral
1
1
4
3
5
11
18
11
12
5
10
4
1
9
11
6
11
2
1
1
1
3
9
8
14
3
4
3
1
Educational Psychology and Leadership
33
Faculty Name
Shonrock Michael
Siwatu Kamau
Smith Derick
Stevens Tara
Taylor Colette
Trusty Sharon
Valle Fernando
Wang Eugene
White David
Williams Amanda
Committees
Chaired
Committees
Served in
Department
Masters Doctoral Masters Doctoral
10
12
1
30
1
2
6
2
3
1
11
12
15
8
3
Committees
Served outside
department
Masters Doctoral
13
6
4
Educational Psychology and Leadership
34
One measure of the quality of faculty is to consider how students evaluate faculty on the end-ofcourse 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
Educational Psychology and Leadership
35
E. Assess average faculty productivity for Fall semesters only
FACULTY WORKLOAD
University
College
2004
2005
2006
16.23
16.74
15.82 16.08
16.05 18.17
2007
2008
2009
15.44
18.47
15.55
19.33
16.30
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
Educational Psychology and Leadership
36
IV. Graduate Students
An Overview of students in the Department of Educational Psychology and Leadership
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.
The number of hours for master’s programs is generally 36 hours without a thesis, or 30 hours
with a thesis. However, the master’s program in Counselor Education does exceed 36 hours to
meet accreditation standards. The approximate timeframe for program completion varies, and is
greatly a function of many graduate students working full-time in professional educator
capacities. 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.
Educational Psychology and Leadership
37
A. Demographics of applicants and enrolled students
Graduate Student Summary by Category - Fall Data
(Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
90
80
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
77
56
14
19
2005
63
29
16
38
2006
66
24
6
35
2007
52
30
9
24
2008
53
21
9
23
2009
50
26
14
20
Graduate Student Summary by Year - Fall Data
(Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
90
80
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
Total Applicants
77
63
66
52
53
50
Total Admitted
56
29
24
30
21
26
New Grad Students
14
16
6
9
9
14
Students Graduated
19
38
35
24
23
20
Educational Psychology and Leadership
38
Graduate Applicants by Region - Fall/Summer Data
(Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
Blank Code
TX
USA
INT'L
2004
6
68
1
2
2005
2
52
2
7
2006
3
54
4
5
2007
8
37
1
6
2008
9
37
1
6
2009
14
33
2
1
Graduate Student Summary by Category - Fall Data
(Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
61
37
18
42
2005
51
32
20
29
2006
56
38
18
29
2007
62
45
26
32
2008
67
45
21
33
2009
38
26
17
31
Educational Psychology and Leadership
39
Graduate Student Summary by Year - Fall Data
(Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
80
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
2009
Total Applicants
61
51
56
62
67
38
Total Admitted
37
32
38
45
45
26
New Grad Students
18
20
18
26
21
17
Students Graduated
42
29
29
32
33
31
Graduate Applicants by Region - Fall/Summer Data
(Educational Leadership)
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
17
42
2
0
2005
2
47
0
2
2006
7
49
0
0
2007
29
31
1
1
2008
34
29
0
4
2009
12
25
0
1
Educational Psychology and Leadership
40
Graduate Student Summary by Category - Fall Data
(Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
24
11
3
2
2005
18
12
4
7
2006
31
11
3
2
2007
32
16
5
5
2008
30
13
4
5
2009
38
15
4
8
Graduate Student Summary by Year - Fall Data
(Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
2004
2005
2006
2007
2008
2009
Total Applicants
24
18
31
32
30
38
Total Admitted
11
12
11
16
13
15
New Grad Students
3
4
3
5
4
4
Students Graduated
2
7
2
5
5
8
Educational Psychology and Leadership
41
Graduate Applicants by Region - Fall/Summer Data
(Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
25
20
15
10
5
0
Blank Code
TX
USA
INT'L
2004
7
12
1
4
2005
3
10
0
5
2006
2
20
3
6
2007
8
19
1
4
2008
11
9
0
10
2009
17
17
2
2
Graduate Student Summary by Category - Fall Data
(Higher 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
24
11
5
19
2005
18
12
11
18
2006
39
17
7
18
2007
59
32
14
14
2008
43
22
13
19
2009
57
21
9
17
Educational Psychology and Leadership
42
Graduate Student Summary by Year - Fall Data
(Higher 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
24
18
39
59
43
57
Total Admitted
11
12
17
32
22
21
New Grad Students
5
11
7
14
13
9
Students Graduated
19
18
18
14
19
17
Graduate Applicants by Region - Fall/Summer Data
(Higher Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
Blank Code
TX
USA
INT'L
2004
14
24
7
0
2005
5
30
10
4
2006
3
27
5
4
2007
17
36
2
4
2008
19
24
0
0
2009
25
28
3
1
Educational Psychology and Leadership
43
Graduate Student Summary by Category - Fall Data
(Instructional Technology)
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
61
23
12
12
2005
56
23
5
18
2006
42
22
8
18
2007
40
27
9
26
2008
53
29
15
19
2009
55
36
18
18
Graduate Student Summary by Year - Fall Data
(Instructional Technology)
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
61
56
42
40
53
55
Total Admitted
23
23
22
27
29
36
New Grad Students
12
5
8
9
15
18
Students Graduated
12
18
18
26
19
18
Educational Psychology and Leadership
44
Graduate Applicants by Region - Fall/Summer Data
(Instructional Technology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
USA
INT'L
2004
Blank Code
9
34
TX
7
11
2005
6
38
4
8
2006
4
27
2
9
2007
16
9
3
12
2008
25
16
3
9
2009
30
20
0
5
Graduate Student Summary by Category - Fall Data
(Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
160
140
120
100
80
60
40
20
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2004
69
31
68
18
2005
96
45
85
26
2006
113
59
87
35
2007
118
52
107
30
2008
129
70
110
41
2009
152
74
28
44
Educational Psychology and Leadership
45
Graduate Student Summary by Year - Fall Data
(Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
160
140
120
100
80
60
40
20
0
2004
2005
2006
2007
2008
2009
Total Applicants
69
96
113
118
129
152
Total Admitted
31
45
59
52
70
74
New Grad Students
68
85
87
107
110
28
Students Graduated
18
26
35
30
41
44
Graduate Applicants by Region - Fall/Summer Data
(Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
100
90
80
70
60
50
40
30
20
10
0
Blank Code
TX
USA
INT'L
2004
15
51
0
3
2005
10
78
6
2
2006
9
91
10
3
2007
54
54
3
7
2008
84
35
2
8
2009
59
91
1
1
Educational Psychology and Leadership
46
Counselor Education:
Graduate Applicants - Fall Data
2004
2005
2006
2007
2008
2009
F
M
F
F
F
F
M
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
2
5
2
2
58
0
0
0
1
0
0
7
0
1
4
3
5
2
36
0
0
1
4
0
0
7
1
2
2
1
3
1
37
0
0
4
4
0
2
9
1
0
4
3
3
3
28
0
0
0
2
0
0
8
0
0
3
2
5
2
29
0
0
0
1
0
1
10
0
0
2
4
2
0
30
0
0
0
3
1
0
8
Gender Total
69
8
51
12
47
19
42
10
41
12
38
12
77
Total Applicants
M
63
M
66
Admitted Graduate Students - Fall Data
2004
2005
52
53
M
50
2006
2007
2008
2009
F
F
F
F
F
M
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
1
3
0
1
46
0
0
0
0
0
0
5
0
0
0
1
3
2
19
0
0
0
2
0
0
2
0
0
1
1
0
0
17
0
0
0
0
0
1
4
0
0
0
3
3
3
15
0
0
0
0
0
0
6
0
0
0
2
1
1
11
0
0
0
1
0
0
5
0
0
1
2
0
0
15
0
0
0
2
1
0
5
Gender Total
51
5
25
4
19
5
24
6
15
6
18
8
56
Total Admitted
M
M
29
M
24
Enrolled New Graduate Students - Fall Data
2004
2005
2006
30
21
26
2007
2008
2009
F
F
F
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
0
0
12
0
0
0
0
0
0
1
0
0
0
1
1
1
10
0
0
0
1
0
0
2
0
0
1
1
0
0
3
0
0
0
0
0
1
0
0
0
0
2
0
1
4
0
0
0
0
0
0
2
0
0
0
2
1
0
2
0
0
0
1
0
0
3
0
0
0
2
0
0
9
0
0
0
0
1
0
2
Gender Total
13
1
13
3
5
1
7
2
5
4
11
3
16
M
M
M
14
F
M
F
Total Enrolled
M
M
6
M
9
M
9
M
14
Educational Psychology and Leadership
47
Counselor 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
1
0
2
0
2
0
Asian
0
1
0
0
0
0
0
0
0
0
0
0
Black
2
1
0
1
1
1
1
2
3
0
2
0
Hispanic
7
0
7
2
5
1
6
2
7
2
7
2
Non-Resident
0
0
1
0
1
0
1
0
1
0
2
1
Unknown
2
1
3
0
2
1
4
1
2
1
0
0
95
12
73
10
57
12
47
11
41
14
39
15
106
15
84
13
66
15
60
16
56
17
52
18
White
Gender Total
Graduate
121
97
81
76
73
70
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
Educational Psychology and Leadership
48
Educational Leadership:
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
1
8
0
3
24
0
0
3
1
0
2
19
1
0
1
4
0
0
24
0
0
1
4
2
2
12
0
0
3
5
0
5
23
0
0
1
3
0
2
14
0
0
2
3
0
2
29
0
1
0
1
0
0
24
0
1
0
5
2
1
36
1
0
0
4
0
1
16
0
0
2
1
2
0
13
2
0
1
3
1
0
13
Gender Total
36
25
30
21
36
20
36
26
45
22
18
20
61
Total Applicants
51
56
Admitted Graduate Students - Fall Data
2004
2005
62
67
38
2006
2007
2008
2009
F
M
F
M
F
F
M
F
M
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
1
4
0
3
15
0
0
1
0
0
2
11
1
0
1
2
0
0
14
0
0
1
2
0
1
10
0
0
1
4
0
2
19
0
0
1
2
0
2
7
0
0
2
2
0
2
21
0
0
0
1
0
0
17
0
1
0
2
0
1
27
1
0
0
3
0
0
10
0
0
1
1
2
0
10
1
0
0
2
0
0
9
Gender Total
23
14
18
14
26
12
27
18
31
14
14
12
37
Total Admitted
32
M
38
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
Gender Total
Total Enrolled
M
F
M
F
M
M
45
45
26
2007
2008
2009
F
F
F
M
M
M
0
0
0
1
0
2
9
0
0
0
0
0
2
4
1
0
1
0
0
0
11
0
0
0
1
0
1
5
0
0
0
2
0
2
9
0
0
0
0
0
0
5
0
0
0
0
0
2
15
0
0
0
1
0
0
8
0
0
0
0
0
0
17
0
0
0
1
0
0
3
0
0
0
0
0
0
9
1
0
0
1
0
0
6
12
6
13
7
13
5
17
9
17
4
9
8
18
20
18
26
21
17
Educational Psychology and Leadership
49
Educational Leadership 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
1
0
1
0
0
0
0
1
0
2
Asian
0
0
0
0
0
0
0
0
1
0
0
0
Black
3
2
3
3
2
2
2
1
3
1
2
2
Hispanic
6
2
5
2
7
5
7
5
5
7
5
6
Non-Resident
0
0
0
0
0
0
0
0
0
0
1
1
Unknown
2
2
2
2
2
2
4
1
3
0
2
0
White
46
29
44
25
43
29
43
29
46
27
39
29
Gender Total
57
35
55
32
55
38
56
36
58
36
49
40
92
Graduate
87
93
92
94
89
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
Educational Psychology and Leadership
50
Educational Psychology:
Graduate Applicants - Fall Data
2004
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
4
2
12
0
0
0
0
0
0
5
Gender Total
19
5
2005
2006
2007
2008
2009
F
M
F
M
F
F
F
0
0
1
1
2
2
4
0
0
1
0
3
0
4
1
1
1
3
3
1
13
0
0
3
0
2
0
3
0
0
2
1
4
1
8
0
0
2
1
0
3
10
0
0
1
3
6
2
8
0
0
0
0
2
3
5
0
0
2
7
4
1
14
0
0
2
2
0
0
6
10
8
23
8
16
16
20
10
28
10
24
Total Applicants
18
31
Admitted Graduate Students - Fall Data
2004
2005
F
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
Gender Total
M
F
M
M
32
M
30
M
38
2006
2007
2008
2009
F
F
F
F
M
M
M
M
0
0
0
1
3
1
5
0
0
0
0
0
0
1
0
0
0
0
1
0
4
0
0
1
0
3
0
3
0
0
1
0
1
1
5
0
0
1
0
1
0
1
0
0
1
0
2
1
6
0
0
0
0
0
2
4
0
0
1
0
2
2
3
0
0
0
0
2
1
2
0
0
0
2
2
0
6
0
0
1
1
0
0
3
10
1
5
7
8
3
10
6
8
5
10
5
11
Total Admitted
12
11
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
16
13
15
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
1
0
0
0
2
0
0
0
0
0
1
1
0
0
0
0
1
0
0
0
0
1
0
0
0
4
0
0
0
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
1
0
1
0
0
0
1
0
0
3
0
0
0
0
0
0
0
Gender Total
2
1
1
3
2
1
5
0
2
2
4
0
Total Enrolled
3
4
3
5
4
4
Educational Psychology and Leadership
51
Educational Psychology 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
1
0
1
0
1
0
1
0
Black
0
0
1
1
1
1
3
1
3
0
2
0
Hispanic
0
1
0
1
0
0
0
0
0
0
1
0
Non-Resident
6
1
4
1
3
3
4
3
4
2
4
2
Unknown
1
0
1
0
2
1
1
2
1
2
0
0
White
10
3
11
7
14
5
16
4
14
4
15
5
Gender Total
17
5
17
10
21
10
25
10
23
8
23
7
22
Graduate
27
31
35
31
30
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
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
Educational Psychology and Leadership
52
Higher 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
1
1
6
2
0
2
11
0
0
1
3
0
1
17
0
0
2
3
0
0
22
0
1
1
1
4
3
12
0
0
2
0
1
1
13
0
0
3
2
2
2
13
1
0
3
4
4
3
22
0
0
1
2
0
4
15
1
1
3
2
0
0
16
1
0
2
2
0
2
13
0
1
4
2
1
0
14
0
1
2
3
2
3
24
Gender Total
23
22
27
22
17
22
37
22
23
20
22
35
45
Total Applicants
49
39
Admitted Graduate Students - Fall Data
2004
2005
F
M
F
M
59
43
57
2006
2007
2008
2009
F
F
F
F
M
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
2
1
0
1
5
0
0
0
1
0
0
8
0
0
2
2
0
0
13
0
0
0
0
2
1
8
0
0
1
0
0
0
8
0
0
1
1
0
0
6
0
0
3
1
1
1
12
0
0
1
2
0
2
9
1
1
0
2
0
0
9
1
0
0
1
0
2
5
0
0
1
1
0
0
7
0
0
0
0
0
1
11
Gender Total
9
9
17
11
9
8
18
14
13
9
9
12
18
Total Admitted
28
17
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
32
22
21
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
0
1
1
0
0
0
1
0
0
1
0
0
1
2
0
0
5
0
0
0
0
0
1
2
0
0
1
0
0
0
2
0
0
1
1
0
0
2
0
0
1
1
0
1
3
0
0
0
1
0
2
5
0
1
0
2
0
0
5
1
0
0
1
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
1
5
Gender Total
3
2
8
3
3
4
6
8
8
5
3
6
Total Enrolled
5
11
7
14
13
9
Educational Psychology and Leadership
53
Higher 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
1
1
1
1
Asian
0
0
1
0
2
0
2
0
3
0
2
0
Black
5
1
6
1
7
2
6
2
5
1
3
1
Hispanic
2
6
4
2
4
4
4
5
6
5
7
4
Non-Resident
4
0
3
0
2
0
1
1
1
0
2
1
Unknown
3
2
3
3
2
3
3
5
3
6
1
1
White
36
30
35
29
34
24
32
26
28
25
31
25
Gender Total
50
39
52
35
51
33
48
39
47
38
47
33
89
Graduate
87
84
87
85
80
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
Educational Psychology and Leadership
54
Instructional Technology:
Graduate Applicants - Fall Data
2004
F
M
2005
2006
2007
2008
2009
F
M
F
F
F
M
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
1
2
4
5
5
27
0
0
0
1
6
1
9
0
1
4
1
5
4
21
0
2
1
3
2
1
11
1
0
2
2
2
5
12
0
0
3
0
3
5
7
0
0
0
2
9
2
10
0
0
1
1
3
3
9
0
0
4
1
6
1
19
0
0
2
1
3
1
15
0
0
6
3
4
0
23
0
1
0
3
6
0
9
Gender Total
44
17
36
20
24
18
23
17
31
22
36
19
61
Total Applicants
56
42
Admitted Graduate Students - Fall Data
2004
2005
F
M
F
M
40
53
55
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
3
0
12
0
0
0
1
4
0
3
0
1
2
1
3
1
7
0
0
0
1
2
0
5
0
0
1
1
2
3
7
0
0
1
0
2
2
3
0
0
0
2
8
1
5
0
0
1
1
2
2
5
0
0
1
1
5
1
9
0
0
1
0
2
1
8
0
0
2
3
3
0
14
0
0
0
1
4
0
9
Gender Total
15
8
15
8
14
8
16
11
17
12
22
14
23
Total Admitted
23
22
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
27
29
36
2007
2008
2009
F
F
F
M
M
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
7
0
0
0
1
2
0
1
0
0
1
1
1
0
1
0
0
0
0
0
0
1
0
0
1
1
1
1
2
0
0
1
0
0
0
1
0
0
0
0
1
1
2
0
0
1
0
0
1
3
0
0
0
1
2
0
4
0
0
1
0
1
1
5
0
0
1
1
2
0
9
0
0
0
0
1
0
4
Gender Total
8
4
4
1
6
2
4
5
7
8
13
5
Total Enrolled
12
5
8
9
15
18
Educational Psychology and Leadership
55
Instructional Technology 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
1
0
1
0
0
0
0
0
0
0
Black
4
0
3
0
3
1
5
2
5
2
4
2
Hispanic
0
1
2
2
2
2
2
1
4
1
2
4
Non-Resident
6
7
6
3
6
4
6
4
6
3
8
4
Unknown
5
1
6
1
9
2
7
2
5
2
3
0
White
25
12
24
16
28
15
22
18
22
20
31
20
Gender Total
40
21
42
22
49
24
42
27
42
28
48
30
61
Graduate
64
73
69
70
78
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
Educational Psychology and Leadership
56
Special Education:
Graduate Applicants - Fall Data
2004 2005
2006
2007
2008
2009
F
F
F
M
F
1
2
12
12
2
10
76
0
0
0
3
0
1
10
0
0
11
13
6
3
107
0
0
1
4
1
0
6
115
14
140
12
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
3
2
6
2
4
47
0
0
0
0
1
2
2
2
0
2
8
1
9
65
0
0
0
0
0
0
9
1
2
4
11
3
7
74
0
0
2
2
0
0
7
0
0
4
14
2
6
76
0
0
2
4
1
2
7
Gender Total
64
5
87
9
102
11
102
16
Total Applicants
69
96
M
113
118
Admitted Graduate Students - Fall Data
2004 2005
2006
152
2007
2008
2009
F
F
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
2
1
2
2
1
23
0
0
0
0
0
0
0
1
0
0
4
1
4
30
0
0
0
0
0
0
5
0
1
2
6
2
2
40
0
0
1
0
0
0
5
0
0
1
6
1
3
38
0
0
0
0
0
1
2
1
1
3
5
1
4
47
0
0
0
3
0
0
5
0
0
5
7
3
0
53
0
0
1
1
1
0
3
Gender Total
31
0
40
5
53
6
49
3
62
8
68
6
31
45
M
129
M
F
Total Admitted
F
M
59
Enrolled New Graduate Students - Fall Data
2004 2005
2006
M
52
70
74
2007
2008
2009
F
F
F
M
F
M
American Indian
Asian
Black
Hispanic
Non-Resident
Unknown
White
1
1
1
3
1
3
55
0
0
0
0
0
1
2
1
2
2
3
2
5
65
0
0
0
0
0
1
4
0
1
2
8
2
6
60
0
0
0
0
1
0
7
0
1
1
9
3
8
76
0
0
0
0
1
1
7
1
1
0
10
3
3
82
0
0
0
2
1
1
6
0
0
0
3
1
1
21
0
0
0
0
0
0
2
Gender Total
65
3
80
5
79
8
98
9
100
10
26
2
68
85
M
M
F
Total Enrolled
F
M
87
M
107
110
M
M
28
Educational Psychology and Leadership
57
Special Education continued:
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
F
2009
M
F
M
American Indian
1
0
1
0
0
0
0
0
1
0
0
0
Asian
1
0
2
0
1
0
1
0
1
0
0
0
Black
1
0
2
0
2
0
1
0
0
0
8
1
Hispanic
3
0
3
0
8
0
9
0
10
2
14
2
Non-Resident
1
0
2
0
2
1
3
1
3
1
5
3
Unknown
3
1
5
1
6
0
8
1
3
1
2
0
White
55
2
65
4
60
7
76
7
82
6
82
8
Gender Total
65
3
80
5
79
8
98
9
100
10
111
14
68
110
125
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
2009
Graduate
F
85
M
F
87
M
F
107
M
F
M
F
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
Educational Psychology and Leadership
58
B. Test scores of enrolled students
Average GRE Scores for Enrolled Graduate Students Fall Data (Counselor Education)
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
431
418
390
460
416
467
Quantitative
495
502
460
524
571
488
Average GRE Scores for Enrolled Graduate Students Fall Data (Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
540
520
500
480
460
440
420
400
380
2004
2005
2006
2007
2008
2009
Verbal
438
441
437
457
522
487
Quantitative
501
469
445
435
512
463
Educational Psychology and Leadership
59
Average GRE Scores for Enrolled Graduate Students Fall Data (Educational Psychology)
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
423
375
536
514
460
473
Quantitative
516
460
520
590
550
498
Average GRE Scores for Enrolled Graduate Students Fall Data (Higher 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
392
417
410
452
463
460
Quantitative
430
480
418
605
601
445
Educational Psychology and Leadership
60
Average GRE Scores for Enrolled Graduate Students Fall Data (Instructional Technology)
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
470
414
472
481
413
441
Quantitative
598
474
517
541
537
505
Average GRE Scores for Enrolled Graduate Students Fall Data (Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
520
500
480
460
440
420
400
380
360
2004
2005
2006
2007
2008
2009
Verbal
418
416
449
451
455
436
Quantitative
487
485
456
493
496
443
Educational Psychology and Leadership
61
C. GPA of new students
New Graduate Students GPA by Level - Fall Data
(Counselor 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
3.96
3.86
3.86
4.00
3.60
3.59
Doctoral
0.00
0.00
0.00
4.00
0.00
4.00
New Graduate Students GPA by Level - Fall Data
(Educational Leadership)
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
4.00
3.97
3.94
4.00
4.00
Doctoral
0.00
4.00
3.82
4.00
3.82
0.00
Educational Psychology and Leadership
62
New Graduate Students GPA by Level - Fall Data
(Educational Psychology)
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
3.73
0.00
4.00
4.00
3.84
Doctoral
3.66
4.00
4.00
4.00
3.77
4.00
New Graduate Students GPA by Level - Fall Data
(Higher 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
3.80
3.94
3.64
3.82
3.94
4.00
Doctoral
3.00
3.84
4.00
0.00
4.00
0.00
Educational Psychology and Leadership
63
New Graduate Students GPA by Level - Fall Data
(Instructional Technology)
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
3.96
2.25
4.00
4.00
3.70
3.93
Doctoral
3.96
3.50
4.00
4.00
3.75
4.00
New Graduate Students GPA by Level - Fall Data
(Special 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
3.86
3.67
3.98
3.89
3.87
3.95
Doctoral
0.00
4.00
3.92
3.90
4.00
4.00
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64
D. Time to Degree in Years – Average years to graduate for all students graduating
each year
Time to Degree in Years (Counselor Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
12
10
8
6
4
2
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Master's
2.67
3.11
3.58
3.93
2.81
4.25
Doctorate
4.6
6
6.27
0
7.05
9.8
Average years to graduate for all students graduating each year
Time to Degree in Years (Educational Leadership)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
12
10
8
6
4
2
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Master's
2.34
3.75
3.62
3.27
2.75
2.22
Doctorate
6.34
10
5.55
5
8.66
7.34
Average years to graduate for all students graduating each year
Educational Psychology and Leadership
65
Time to Degree in Years (Educational Psychology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
6
5
4
3
2
1
0
Master's
Doctorate
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
0.2
0.87
1.6
1.45
2.15
2.07
0
4.7
4
3.3
4.53
5.64
Average years to graduate for all students graduating each year
Time to Degree in Years (Higher Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
8
Average years to graduate for all students graduating each year
7
6
5
4
3
2
1
0
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Master's
2.33
2.17
3.35
2.99
3.62
2.2
Doctorate EdD
5.23
5.5
5.17
5.3
6.93
4.9
Doctorate PhD
3.6
0
4.45
5.3
6.08
6.1
Educational Psychology and Leadership
66
Time to Degree in Years (Instructional Technology)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
7
6
5
4
3
2
1
0
Master's
Doctorate
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2.93
2.01
1.86
3.35
1.87
1.99
0
6.4
5.7
5.85
5.98
5.5
Average years to graduate for all students graduating each year
Time to Degree in Years (Special Education)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
6
5
4
3
2
1
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Master's
3.93
2.14
1.71
2.18
2.23
2.36
Doctorate
4.1
5.4
3.45
3.38
4.5
4.37
Average years to graduate for all students graduating each year
Educational Psychology and Leadership
67
E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the
program.
Graduate Assistants
Department of Educational Psychology and Leadership
Awards
Fall 2004
Graduate Assistants 1
42
Master’s Students
267
Doctoral Students
186
Other Graduate Students
0
Total Graduate Students
453
1
GPTIs estimated at 10 per fall term.
Fall 2005
54
257
190
0
447
Fall 2006
56
250
199
0
449
Fall 2007
48
263
203
0
466
Fall 2008
45
284
179
0
463
Fall 2009
39
289
190
0
479
Educational Psychology and Leadership
68
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.)
Name
Initial Position
Initial Employer
Location
Cindy Davis
District Counselor
Plains ISD
Plains, TX
Dean Eckert
Assistant Principal
Harper ISD
Harper, TX
Robert Gawryszewski
Assistant Principal
Coleen ISD
Colleen, TX
Sherry Herzog
Associate of Dean
Texas Tech University
Lubbock, TX
Amy Hill
Teacher
LCS
Lubbock, TX
Mary Hughes
Elementary Teacher
Lubbock ISD
Lubbock, TX
Lori Johnson
High School Teacher
Artesia Public School
Artesia, NM
Richard Jolly
Dean of Technical Studies
Midland College
Midland, TX
Janell Jones
Counselor
Snyder ISD
Snyder, TX
Joseph Kishur
Truck Driver
Diditro Trucking
Kent washington
Pamela Kruse
Assistant Principal
Mason ISD
Mason, TX
Ronald Lindsey
Air Force
Air Force
California
Amy Lovell
Junior High/ High School Teacher
Mosca, CO
Tamara Mancini
Academic Advisor
Paul Province
Asst. Prof. of Education
Sangre DeChristo Jr./ Sr.
High
TTU Athletic Academic
Services
Suwall University
Dana Railsback
Elementary Teacher
Vernon ISD
Vernon, TX
Ruth Rubin
Middle School Teacher
Pasadena ISD
Pasadena, TX
Arlene Spearman
Associate Director
Texas Tech University
Lubbock, TX
Kristin Swoap
Clinical Director
Cornerstone Programs
Post, TX
Janyth Ussery
Director of Web Education
Texas Tech Tech College
Sweetwater, TX
Keri Vanden Berge
Assistant Principle
Mesquite
Mesquite, TX
Jodi Werner
Class Room Teacher
Comfort ISD
Comfort, TX
Juli Wood
Coordinator Of Testing
South Plains College
Levelland, TX
Gregory Elkins
Dean of Students
Texas Tech University
Lubbock, TX
Cipriana Garcia
Special Ed teacher
Plainview ISD
Plainview, TX
Hallie Graves
Child Specialist
University Medical Center
Lubbock, TX
C G Gray
National Sales Manager
Chicago, IL
Myrna Grimson
Preschool Program for Children
with Disabilities T
Science Research
Associates, Inc
Lubbock ISD
2004-2005
Lubbock, TX
Alpine, TX
2005-2006
Lubbock, TX
Educational Psychology and Leadership
69
Name
Initial Position
Initial Employer
Location
William Hambright
Assistant Professor
Wright State University
Dayton, OH
Crystal Herber
1st Grade Teacher
Guymon Public Schools
OK and TX pan handle
David Paschall
Assistant Principal
Lubbock-Cooper ISD
Lubbock, TX
Tonya Pate
Teacher
Lubbock ISD
Lubbock, TX
Robin Wood
fourth grade teacher
Lubbock ISD
Lubbock, TX
Cynthia Clinesmith
Assistant Superintendent
Lake Travis ISD
Lake Travis, TX
Valerie (Burelsmith)
Conner
Suzanne Cox
Therapist
Inspirations Counseling
Lubbock/New Deal, TX
Assistant Director
Texas Tech University
Lubbock, TX
Melissa Fields
Assistant Principal
Marble Falls ISD
Marble Falls, TX
Pamela Fisher
Elementary Grade 5
Andrews ISD
Andrews, TX
Rosemary Peggram
Instructor
Texas Tech University
Lubbock, TX
Susan Peterson
Director of Student Media
Texas Tech University
Lubbock, TX
Calvin Phillips
College Coordinator
Pfluegerville ISD
Pfluegerville, TX
Monica West
Coordinator Community and
Schools
Assistant Professor
Megan Oopez
Midland, TX
Wayland Baptist
University
Plainview, TX
Sarah Allen
Assistant Director/Tech Prep
South Plains College
Lubbock, TX
Lamencia Berry
NHMR
Lubbock, TX
Catherine Bibb
Licensed Professional Counselor
Intern
Assistant Director
Lubbock, TX
Candace Craig
Educational Diagnostician
Center for Campus Life
Texas Tech University
Edgewood ISD
Cylathia Daniel
USAO
Chickasha, OK
Dora Flores
Assistant Professor of Deaf
Education
Teacher
Lubbock ISD
Lubbock, TX
Barbara Hanson
Teacher of the Visually Impaired
San Antonio ISD
San Antonio, TX
Holly Harrison
Sales Associate
vitamin Shoppe
San Antonio, TX
Lauren Hill
2nd grade teacher
Houston ISD
Houston, TX
A. (Clay) Kistler, II
Assistant Professor
Denton, TX
Nina Ouimette
Dean
Lesle Stevens
Teacher
North Texas State
University
Hardin-Simmons
University
Kerrville
Diane Trujillo
Diagnostician
Tucum NM Public School
Tucomcarri, NM
2006-2007
Ray Whitfill
2007-2008
Edgewood, TX
Abilene, TX
Kerrville, TX
Educational Psychology and Leadership
70
Name
Initial Position
Initial Employer
Location
Carmen Bahn - Kraatz
Teacher
CalAllen ISD
Corpse Christi, TX
Lauren Cobbs
Physician
Executive Health Exams
Houston, TX
Jennifer Fauls
Advisor at Texas Tech University
Texas Tech University
Lubbock, TX
Michael Fisher
Assistant Superintendent
Wileta ISD
Wileta, TX
LeeAnn Harkins
Gifted and Talented Specialist
Marble Falls ISD
Marble Falls, TX
Nikki Hester
Substitute Teacher
Round Rock ISD
Round Rock, TX
Terry Howard
Science teacher
Midland ISD
Midland, TX
Leah Johnson
Graduate Asst.
Texas Tech University
Lubbock, TX
Stephanie King
Passatena ISD
Houston, TX
Taren Latta
Certified Teacher for Visually
Impaired
Teacher
Fort Worth ISD
Fort Worth, TX
Lori Mallory
ASL Instructor
Texas Tech University
Lubbock, TX
Brenda Mediola
Superintendent
Erica Moore
Special Education Teacher
Dana O'Donnell
Mary Patterson
Special Education Teachers Aid for
summer
Title One Resource Teacher
Adrian Simnacher
Student Development specialist
Natalie Swindle
Child Protective Services Specialist
2008-2009
TX
Dewitt Lavacca Special
Ed Co-Op
Lewisville ISD
Cuero, TX
Lubbock ISD
Lubbock TX
University of Texas at
Tyler
Department of Family and
Protective services
Tyler, TX
Lewisville, TX
San Antonio, TX
2009-2010
John Asam
Superintendent
Andrews ISD
Andrews, TX
Stephan Berry
Services Director
Slaton ISD
Slaton, TX
Sheylea Harris
Professor of Mathematics
South Plains College
Lubbock, TX
Educational Psychology and Leadership
71
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)
$500 (1)
$35,600 (64) 2
$119,770
$132,800
$272,222
(105)
(110)
(200)
Others 3
$9,000 (17) $20,250 (24)
$62,970 (25) 4 $31,000 (33) $37,000 (35)
$19,000 (23)
1
Current data collection does not allow disaggregation by department.
2
Scholarships include graduate and undergraduate data.
3
Including external grants with scholarship funding. College data, which cannot be disaggregated by department.
4
CH Grant this year only
$62,221 (73)
Educational Psychology and Leadership
72
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 discipline-related
refereed papers/publications, juried creative/performance accomplishments, book chapters,
books, and external presentations by Master and Doctoral students in the department.
Department of Educational Psychology and Leadership
Graduate Student Scholarly Productivity
Year
2009-2010
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Publications
Presentations
Other Activities
54
26
17
5
8
2
87
37
40
8
23
20
5
Educational Psychology and Leadership
73
K.
Programs for mentoring and professional preparation of graduate students
The Department of Educational Psychology and Leadership develops students to assume
important positions in the field of education, such as teaching and conducting research in
universities and colleges, principals and superintendents in K-12 settings, higher education
personnel, school and community counselors, instructional technology specialists, and special
education experts. To prepare students for their future professions, the department provides a
variety of activities such as the following, where students apply theory with practice.
1. Apprenticeship with Faculty: Each graduate student is assigned an advisor who guides
him or her through the program. Many students build a strong collegial relationship
with their advisor. As indicated in Section J, co-authorship of publications and
presentations by faculty and students is a common practice in the department and has
increased dramatically during the recent years.
2. Internships of Professional Activities: Every EP&L program has established
internships for its students to engage in professionally related activities under the
supervision of qualified professionals. Students gain teaching experience by serving as
instructors in undergraduate courses while under the supervision of experienced faculty
members. For programs having no undergraduate courses, teaching experience is gained
through team-teaching of graduate courses with of a faculty member.
3. Interdisciplinary Research Teams: To promote the collaboration of interdisciplinary
research, the College of Education encourages faculty and graduate students to develop
research teams whereby faculty nurture graduate students in developing research skills.
For example, a research team consisting of faculty and students from various programs
is working on issues related to building virtual community of learners. Another research
team composed by faculty and students from the two departments of the college is
working on an international research project on science education. Centers led by faculty
play an important role in organizing the research team. The goal of the department is to
have every full-time student working in at least one research team.
4. Involvement in Grant-related Activities: With increased emphasis on grant procuring
in higher education, the department deems grant-related skills as essential for a
successful faculty member. Therefore, faculty members, often through research teams,
mentor students on grant writing, allowing them to 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.
5. Disseminating Knowledge to Professional Community: The College encourages
graduate students to attend professional conferences, allowing the dissemination of their
scholarship to the professional community. As noted in Section G, the college budgets
$10,000 per semester to support graduate students traveling to conferences to present
papers.
Educational Psychology and Leadership
74
L.
Department efforts to retain students and increase graduation rates.
The Department of Educational Psychology and Leadership offers seven Doctoral, six Master’s,
and multiple certification programs. Annually, the department enrolls approximately 450
graduate students, including both full-time and part-time students, most of who work full-time
in a K-12 educational setting. To retain students and to improve graduation rates, the
department uses the following strategies.
1. Developing Distance Education: The College of Education, including the Department
of Educational Psychology and Leadership, has been a pioneer in distance education in
the university. The department has two online Masters’ programs, one in Special
Education and another in Instructional Technology, and an online Ed.D. in Higher
Education. Every program in the department has developed some online courses as a
component of the degree. The Educational Psychology program has developed online
versions of all core courses and research tool courses, which are used extensively by
other programs throughout the college.
2. Adopting Flexible Scheduling: 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 nontraditional 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.
3. Providing 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.
4. 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.
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.
Educational Psychology and Leadership
75
6. Creating Professional Development Opportunities and Social Connections: 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 Educational Psychology and Leadership
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
77
190
267
28%
69
188
257
26%
69
181
250
28%
74
189
263
28%
82
202
284
29%
82
210
292
28%
Doctoral Full-time
Doctoral Part-Time
Total
% Doctoral Full-Time to Total
64
121
185
34%
58
132
190
30%
59
140
199
30%
58
145
203
28%
58
121
179
32%
55
125
170
32%
Educational Psychology and Leadership
76
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 2008-2009 2009-2010
Operating Costs
$455,574
$471,413
$448,491
$488,080
Tenured/Tenure-Track Faculty
58
59
60
62
68
68
Non-Tenure Track Faculty
52
57
70
68
70
92
Full-time Staff 2
30
30
35
35
40
45
Total Faculty and Staff
140
146
165
165
178
205
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.
Educational Psychology and Leadership
77
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Funded
Educational Psychology and Leadership
Foundation
D
State
M
Federal
Successfully
funded
Others
D
M
D
M
D
M
D
M
4
1
5
5
3
4
12
1
4
3
8
6
1
11
5
9
9
1
2
12
5
1
11
4
8
2
12
2
2009
2008
2007
3
1
8
2
2
2
2
8
5
3
1
1
1
3
7
3
3
2006
2005
2004
1
1
2
1
10
5
3
D = proposals written by CO-PI’s from your department only
M = proposals written by CO-PI’s from multiple departments
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
Year
04/05
05/06
06/07
07/08
08/09
09/10
Totals:
Number of
Awards
FacilitIes &
Administrative
Award Amount
5.35
$5,996
$168,581
3.05
$6,464
$262,213
7.57
$10,087
$482,668
4.69
$13,092
$911,622
7.20
$82,452
$1,199,947
11.21
39.07
$86,926
$205,017
$1,408,734
$4,433,765
Educational Psychology and Leadership
78
Research Expenditures
(Educational Psychology and Leadership)
Source: Office of Research Services
Chart prepared by the Graduate School
$1,600,000
$1,400,000
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
Sponsored
04/05
05/06
06/07
07/08
08/09
09/10
$168,581
$262,213
$482,668
$911,622
$1,199,947
$1,408,734
Comparison of Research Expenditures
Oklahoma State University
University of Georgia
University of North Texas
University of Mississippi
*$2.5 mill. was a 3-year multidisciplinary NSF grant
West Virginia University
Texas A&M University - Corpus Christi
University of Oklahoma
Washington State University Educational Leadership
Washington State University - Higher
Education
Washington State University - Special
Education
Washington State University Counselor Education
Washington State University Educational Psychology
Texas Tech
04/05
05/06
06/07
07/08
08/09
09/10
$3,100
$39,795
$380,403
$1,558,889
$55,790
$260,000
$232,000
$3,200,000*
$3,500,000*
$3,600,000*
$1,300,000
$700,000
$32,686
$32,925
$33,327
$33,620
$45,768
$33,327
N/A
$2,317,564.00
$432,765.00
$600,894.00
$64,967.00
$5,180,023.00
$2,000.00
$1,050.00
$1,200.00
$227,981.00
$200,800.00
$0.00
$73,487.00
$0.00
$100,000.00
$10,615.00
$3,333.00
$0.00
$188,631.00
$915.00
$6,392.00
$200.00
$66,600.00
$515,281.00
$131,000.00
$56,527.00
$399,014.00
$168,581
$262,213
$482,668
$1,099,378.00 $1,143,436.00 $1,171,749.00
$911,622
$1,199,947
$1,408,734
Educational Psychology and Leadership
79
The Educational Psychology and Leadership/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 EP&L faculty members and/or to the mission of the
department, were included in the following table.
Educational Psychology and Leadership
Summary of Awards and Proposals 1
Year
2009-2010
Unit
Amount
Awarded
Number
of Awards
F&A
Amount 2
Number of
Proposals
Total
Requested
Ed. Psych. & Leadership 3
College of Education
$2,412,524.03
$3,278,983.80
17.21
21.41
$111,609.63
$159,152.85
17.94
26.06
$7,379,258.87
$21,526,151.95
Ed. Psych. & Leadership 3
College of Education
$2,236,930.47
$3,581,174.92
14.53 (8)
24.66
$108,045.52
$186,938.65
14.32
27.84
$2,953,320.51
$ 24,706,154.64
Ed. Psych. & Leadership 3
College of Education
$1,580,315.51
$2,694,814.90
11.18
20.89
$27.037.26
$82,674.85
18.93
26.68
$8,779,486.75
$12,672,473.85
Ed. Psych. & Leadership 3
College of Education
$1,431,783.37
$2,243,571.21
14.90
24.61
$34,162.15
$63,339.90
13.31
25.75
$2,971,926.48
$8,546,641.51
Ed. Psych. & Leadership 3
College of Education
$1,603,453.75
$2,489,972.25
11.65
22.81
$52,090.70
$87,824.70
8.85
15.91
$3,195,106.15
$8,422,546.95
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Ed. Psych. & Leadership 3
$1,076,279.55
11.15
$34,991.45
13.73
$5,784,647.03
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
EP&L Totals also include data from the Sowell Center for Research and Education in Visual Impairment.
Educational Psychology and Leadership
80
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
Educational Psychology and Leadership
81
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
Educational Psychology and Leadership
Awards
Fall 2004
Graduate Assistants 1
42
Master’s Students
267
Doctoral Students
186
Other Graduate Students
0
Total Graduate Students
453
1
GPTIs estimated at 10 per fall term.
Fall 2005
54
257
190
0
447
Fall 2006
56
250
199
0
449
Fall 2007
48
263
203
0
466
Fall 2008
45
284
179
0
463
Fall 2009
39
289
190
0
479
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
Exceptional Children, American Psychological Association, Association of Teacher Educators,
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82
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
1,560
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,
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
Educational Psychology and Leadership
83
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
 Audio-Visual 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)
TOTAL
$5,000
1
$26,500
2
$64,000
$85,000
$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
Educational Psychology and Leadership
84
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 EP&L with the exception of Higher
Education.
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.
Educational Psychology and Leadership
85
It should be noted that the 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.
Three graduate degree programs in counselor education are accredited through 2014 by the
Council for Accreditation of Counseling and Related Educational Programs (CACREP), which
is a specialized accreditation for counseling programs. The next self-study review will be done
no later than Fall 2013 to maintain continuous accreditation. The Texas Tech University
programs include the master’s level programs in community counseling and school counseling
and the doctoral level counselor education and supervision program. CACREP accreditation
requires that programs: (1) have clearly defined and appropriate objectives; (2) meet national
standards set by counseling professionals; (3) provide training relevant to contemporary
counseling practice; and (4) promote, teach, and be accountable for the profession’s ethical
standards. CACREP standards (2009) include the following areas: the learning environment,
professional identity, and professional practice. CACREP standards require all programs to
cover eight knowledge areas: professional orientation and ethical practice, social and cultural
diversity, human growth and development, career development, helping relationships, group
work, assessment, and research and program evaluation.
The Association for the Education and Rehabilitation for Blind and Visually Impaired (AER)
has accredited the department’s orientation and mobility program. The next review will be in
2011.
Competencies, under the following categories of standards, are reviewed for AER accreditation:
 Medical Aspects of Blindness and Visual Impairment
 Sensory Motor Functioning
 Psych-social Aspects of Blindness and Visual Impairments
 Human Growth and Development over the Lifespan
 Concept Development
 Multiple Disabilities
 Systems of Orientation and Mobility
 Orientation and Mobility Skills and Techniques
 Instructional Methods, Strategies, and Assessment
 History and Philosophy of Orientation and Mobility
 Professional Information
 Development, Administration, and Supervision of O&M Program
 Clinical Practice Competencies
Several other graduate special education certification programs are accredited through the
National Council for the Accreditation of Teacher Education (NCATE) in conjunction with the
Council of Exceptional Children (CEC). These include, Teacher of Visually Impaired, Teacher
of Visually Impaired, Educational Diagnostician, and Teacher of Deafblind.
Educational Psychology and Leadership
86
VI.
Conclusion
The Department of Educational Psychology and Leadership’s strategic plan is aligned with the
strategic priorities of both the University and the College of Education. The five priorities of
the departmental strategic plan are (1) increasing enrollment, (2) strengthening academic quality
and reputation, (3) expanding and enhancing research (4) conducting outreach and partnerships
with local school districts and communities, and (5) maximizing effectiveness of resources.
These priorities are now used to organize the concluding remarks for the department’s graduate
program review.
1. Increasing Enrollment: Six programs in the Department of Educational Psychology and
Leadership (EP&L) are either implementing or developing plans to increase enrollment. The
Special Education and Instructional Technology programs are developing proposals for PhD
degrees to compliment the current EdD ones. Higher Education is recruiting a first cohort of
doctoral students for a newly approved distance-delivered EdD program. Educational
Psychology started the first cohort of doctoral students in a new emphasis of School
Psychology. Educational Leadership now has had five cohorts of doctoral students recruited
from Hill Country and other off campus sites, and is planning to deliver the doctoral program to
students at Angelo State University. Counselor Education is developing a proposal to
collaborate with the West Texas A&M University to transition master’s students from
WTUA&M into the PhD program at Texas Tech.
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. The Department and College are leaders on campus in offering courses to meet the
needs of part-time students. Increasingly more and more EP&L courses are available online,
late afternoon or evening, or during the summer.
2. Strengthening Academic Quality and Reputation: EP&L 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 EP&L’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, CACREP, and SACS. The ultimate success of programs within EP&L is
demonstrated by their ability to meet state and national accreditation standards.
The department is conducting evaluation of graduate students’ progress toward completion of
the academic programs annually as required by the Graduate School. However, the evaluation
tends to be brief and lacking of specific strategies and consequences for those who do not make
Educational Psychology and Leadership
87
satisfactory progress. The department chairs are working with the Associate Dean of Graduate
Education and Research to create an evaluation system that regularly monitors students’
progress in their academic pursuit.
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. Two current centers, a newly
established Institute for Leadership and School Improvement, and a proposed Community
College Institute, will play an important role to produce knowledge and procure researcher
funding. The Burkhart Center for Autism Education and Research provides services for
individuals with autism spectrum disorders, their families, and the professionals who work with
them to improve their quality of life. The Center also focuses on research to better understand a
range of autism issues. The Virginia Murray Sowell Center for Research and Education in
Visual Impairment is designed to focus on education and research focused on visual
impairment.
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: Although most outreach activities are planned and
conducted at the college level, department faculty members are willing to participate whenever
possible. Most EP&L programs have advisory committees/boards that connect the programs to
the profession and the local community. For the first time, the Educational Leadership program
faculty participated in a professional development seminar organized by a local school district,
and the Counselor Education program held a workshop for counselors from Lubbock and
vicinity. Faculty member’s effort to interact with local educators has been greatly appreciated
and will continue in the future.
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.
Educational Psychology and Leadership
88
VII. Appendices
Appendix A
Strategic Plan
The strategic plan for the Department of Educational Psychology and Leadership is located
online.
Appendix B
Graduate Course Offerings
Courses in the Department of Educational Psychology and Leadership are located online by
following the program hyperlinks below:






Counselor Education (EPCE)
Educational Leadership (EDLD)
Educational Psychology (EPSY)
Higher Education (EDHE)
Instructional Technology (EDIT)
Special Education (EDSP)
Educational Psychology and Leadership
89
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
Educational Psychology and Leadership Graduate Student Handbooks are under review and
being updated, they may be viewed online by following the hyperlinks below.






Counselor Education
o Master’s
o Doctoral
Educational Leadership
o Master’s
o Doctoral (Ed.D.)
Educational Psychology
o Master’s
o Doctoral (Ph.D.)
Higher Education
o Master’s
o Doctoral (Ed.D.)
o Doctoral (Ed.D. Online)
o Doctoral (Ph.D.)
Instructional Technology
o Master’s
o Doctoral (Ed.D.)
Special Education
o Master’s
o Doctoral (Ed.D.)
Educational Psychology and Leadership
90
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.
Educational Psychology and Leadership