THE UNIVERSITY OF MARYLAND, COLLEGE PARK
PROGRAMICURRICULUM PROPOSAL
DIRECTIONS:
Provide one form with original approval signatures in lines 1 - 4 for each proposed action. Keep this form to one page in length.
Early consultation with the Office of the Associate Provost for Academic Planning & Programs is strongly recommended if there are
questions or concerns, particularly with new programs.
Please submit the signed form to Claudia Rector, Office of the Associate Provost for Academic Planning and Programs, 11 19 Main
Administration Building, Campus.
Please email the rest of the proposal as an MSWord attachment to pcc-submissions@umd.edu.
PCC LOG NO.
DATE SUBMITTED 03/01/2007
06042
COLLEGE of EDUCATION
DEPARTMENT - Education Policy and Leadership
PROPOSED ACTION (A separate form for each) ADD
DELETE
CHANGE- X
DESCRIPTION (Provide a succinct account of the proposed action. Details should be provided in an
attachment. Provide old and new sample programs for curriculum changes.) Proposal for Reorganizing and
Renaming the Academic Department of Education Policy and Leadership to the Department of Education
Policy Studies and the Department of Education Leadership, Higher Education and International Education.
JUSTIFICATION/REASONS/RESOURCES(Briefly explain the reason for the proposed action. IdentlJL the
source of new resources that may be required. Details should be provided in an attachment.)
The proposal to reorganize the Department of Education Policy and Leadership has as its primary objective to
respond to concerns raised by external review teams dating back to 1990. Each of the department's five year
reviews noted that the unit lacked focus and needed a clarification of its mission. They have reported that this
lack of a focus for the unit results in inefficiencies and the lack of clarity of mission is a factor in the
Department not fblly achieving its objectives.
APPROVAL SI
1. Department Committee Chair
2. Department Chair
5. Dean of the Graduate School (if required)
6. Chair, Senate PCC
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7. Chair of Senate
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8. Vice President for Academic Affairs & Provost
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PROPOSAL FOR
REORGANIZING AND RENAMING THE ACADEMIC DEPARTMENT OF
EDUCATION POLICY AND LEADERSHIP
TO:
DEPARTMENT OF EDUCATION POLICY STUDIES
and
DEPARTMENT of EDUCATION LEADERSHIP, HIGHER EDUCATION AND
INTERNATIONAL EDUCATION
Transfer of existing degree programs: M.A., M. Ed., Ed.D. and Ph.D.
Effective July, 1, 2007
COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK
Dennis M. Kivlighan, Jr., Interim Dean
Revised February 8, 2007
PREFACE
The proposal to reorganize the Department of Education Policy and Leadership has as its
primary objective to respond to concerns that have been raised by external review teams dating
back to 1990. Each of the department’s five year reviews observed that the unit lacked focus and
needed a clarification of its mission. They reported the lack of a focus for the unit resulted in
inefficiencies and the lack of clarity of mission was a factor in the Department not fully
achieving its objectives.
A survey of eight former EDPL Department chairs, who served in the period since 1990, was
conducted in June 2005. The chairs were consistent in their observations that the department
was difficult to administer and attributed this difficulty to structural issues. Several internal
reorganizations after the Department’s initial creation in 1967 did not correct the basic issue of
focus and mission of the unit.
As a component of the most recent (2005) department review, a survey of faculty and staff was
conducted; individual interviews also were held by staff of the Center for Leadership and
Organizational Change. The consensus of faculty and staff in both the survey and staff
interviews was that the unit should be restructured and a number of possible configurations for
restructuring were suggested by the faculty. Of the several options suggested, the Dean, with the
support of the Provost, recommended creating two units and asked the faculty to develop the
proposal. The present proposal was developed by the faculty and was adopted by them
unanimously on December 13th, 2006.
The proposal will require adding a position and funding for an additional department chair. It is
not anticipated that any additional resources or facilities will be required. Current resources of
the EDPL department will be divided equitably. Any additional resources assigned to the
departments will follow College procedures for resource assignment.
It is anticipated that the reorganization of the EDPL department into two units will provide the
needed focus and clarification of the mission for each unit. It will facilitate each units’ ability to
be responsive to the clientele they serve, including graduate and undergraduate students, school
systems, education agencies, as well as persons and agencies involved in policy determination
in curriculum, international education, higher education, and public education at the local, state
and national levels.
It is also anticipated that the clarification of mission and focus will facilitate the development of
alliances with other units on campus and with external agencies; the proposed reorganization will
result in increased grant awards, recognition at the state and national level for the preparation of
education administrators and the University’s reputation as a force in the determination of
education policy. The reorganization will also provide the programs in higher education and
international education increased visibility for students and the clientele they serve. This change
will serve to attract students to the Departments and to enhance their placement in professional
positions. It will also increase the Departments’ abilities to recruit and retain faculty.
2
Revised February 8, 2007
Section 1—Overview
•
The proposal is to divide the Department of Education Policy and Leadership (EDPL)
into two units to provide for greater focus and opportunity to fulfill the mission for each
of the two units. The net result of the proposed reorganization of EDPL into two units
will result in the creation of an additional department within the College of Education.
•
One of the units, the Department of Education Policy Studies (EDPS), will include three
areas of specialization:
(1) Curriculum Theory and Development provides grounding in a broad range of
theoretical perspectives that guide the work of curriculum deliberation,
policymaking, and practice in schools, colleges, and other organizations.
(2) Socio-cultural Foundations of Education provides an opportunity to develop a
multidisciplinary program that examines education issues from the perspectives of
economics, history, philosophy, political science, cultural studies, anthropology,
and sociology.
(3) Policy Studies provides an opportunity to examine the processes of policymaking,
implementation, and evaluation, from multiple perspectives, particularly as they are
related to enduring social and education issues.
•
A second unit, the Department of Education Leadership, Higher Education and
International Education (EDHI), will include three areas of specialization:
(1) Higher Education prepares students for leadership positions in higher education
administration, policy analysis, and scholarship.
(2) International Education prepares students (including international students) to
assume positions of leadership as scholars, researchers and administrators in higher
education and international agencies. The program provides them with an
understanding of the relation of education to economic, political, and social
development in developing countries at local, national, regional, and global levels.
(3) Organizational Leadership prepares scholars of educational leadership for the
professoriate and candidates for certification as administrators in public education
at the local, district and state level.
•
No new degree programs are being proposed as part of this structural change; students
currently admitted to the Department of Education Policy and Leadership (EDPL) will be
able to complete the program to which they were admitted in the respective Department
where the program will be located.
•
Further assurances are provided to students including:
3
Revised February 8, 2007
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Programs in which students are currently enrolled will remain intact.
Student graduation timelines will not be disrupted as a result of any restructuring.
Current advising arrangements will not be disrupted as a result of restructuring.
No form of financial assistance promised to students will be disrupted; all such
commitments will be honored.
The department pledges to work with the Graduate Student Association (GSA)
to keep students informed and involved as this process continues.
•
The proposed reorganization impacts 14 tenured and tenure-track faculty and 3 nontenure-track Professors of the Practice. As of March 2007, all current faculty (tenured,
tenure-track and non-tenure-track) will have formally declared their preference for
affiliation with the Department of Education Policy Studies or the Department of
Education Leadership, Higher Education and International Education. Based on current
program affiliations, it is anticipated that the faculty self-selection process will result in 7
tenured faculty requesting to affiliate with the Department of Education Policy Studies
and 7 tenured and tenure-track faculty and 3 Professors of the Practice to affiliate with
the Department of Education Leadership, Higher Education and International Education.
•
The resource implications of the proposed reorganization fall into four broad categories:
physical resources, operating budget, staffing, and faculty. These initial projections may
change as each department develops its programs and identifies opportunities to realize
fully its mission. Any such changes will follow the budget allocation processes of the
College.
(1) Physical resources. The reorganization does not require additional space or
physical resources beyond the College. The current space and equipment held by
EDPL will be divided equitably between the two departments. The Office of
Facilities Management has been asked to suggest configurations for administrative
offices utilizing existing space assigned to the Department.
(2) Operating budget. The existing EDPL operating budget will be divided equitably
between the two new departments.
(3) Staffing. Current staff will be allocated equitably across the new departments.
Current staff will be given an opportunity to select departments.
(4) Faculty. An immediate effect of the reorganization will require a faculty line and
funding for an additional department chair.
4
Revised February 8, 2007
Programmatic structure of the Department of Education Policy Studies (EDPS)
Department of Education Policy Studies
(EDPS)
Socio-cultural
Foundations
Curriculum Theory
and Development
Education Policy
Department Centers
Center for Education Policy Analysis
and Leadership (CEPAL); and
International Center for
Transcultural Education (ICTE)
Undergraduate
(CORE) Courses
Programmatic structure of the Department of Education Leadership, Higher Education and
International Education
Department of Education Leadership,
Higher Education and International
Education (EDHI)
Higher Education
International
Education
Organizational Leadership
Department Initiatives
Collaborative Research
Projects
Outreach Activities
5
Revised February 8, 2007
Section 2 -- Rationale
A proposed reorganization of the Department of Education Policy and Leadership (EDPL) into
two units within the College of Education provides an opportunity for the faculty to review its
current mission and to propose a more focused and more efficient structure for its programs. The
Department of Education Policy and Leadership focuses on the preparation of scholars,
researchers, and leaders who apply a wide range of disciplines and methodologies to inform
education policy and practice in curriculum theory, social foundations, higher education,
international education and Pre-K-12 education at the school, district, state, and national levels.
Although the Department has successfully fulfilled these functions for several decades, it seeks
an opportunity to further develop its programs so as to gain greater success and prominence.
The proposed reorganization recommends that the existing department become two units. The
Department of Education Policy Studies (EDPS) would focus on the preparation of scholars
and researchers who are able to apply the disciplines of economics, history, philosophy, political
science, anthropology, and sociology to the study of education policy and practice. The
Department of Education Leadership, Higher Education and International Education
(EDHI) would focus on the preparation of education leaders and scholars in international, higher
education, and Pre-K-12 education. Such reorganization will allow each of these functions to be
performed with greater effectiveness while being congruent with the expectations of professional
associations and accreditation agencies. The University of Maryland aspires to be a top-tier
research intensive land-grant institution. Within the College of Education, fulfilling this
aspiration requires a renewed emphasis on policy-relevant research, ground-breaking
scholarship, excellence in teaching, and sustained services to the state, nation, and world. The
reorganization of EDPL will contribute to the achievement of the broader goals of the campus
by:
•
•
Increasing opportunities to develop policy-relevant programs, facilitating alliances with
other units on campus and professional associations in the Washington metropolitan area,
and enhancing the University’s reputation in education policy locally, nationally, and
internationally; and
Creating opportunities to develop leadership programs that foster alliances with
professional associations and accreditation agencies and strengthen the University of
Maryland’s reputation in the preparation of K-16 education leaders and personnel locally,
nationally, and internationally.
.
The 7 tenured faculty in the new Department of Education Policy Studies (EDPS) are scholars
and researchers in the disciplines of economics, political science, history, philosophy, sociology,
cultural studies, and curriculum theory. They are committed to the preparation of professionals
who are able to apply a range of theories and disciplinary perspectives to the enterprise of
education in governmental and non-governmental agencies. EDPS will offer programs of study
at the graduate level that prepare students to assume a variety of professional roles, including
scholars, researchers, policy analysts, policymakers, education leaders, and advocates for
children and youth. The department also will serve the University of Maryland and College of
Education by offering a series of undergraduate courses that fulfill the University’s diversity,
CORE education, and undergraduate major requirements.
6
Revised February 8, 2007
The new Department of Education Leadership, Higher Education and International Education
(EDHI) combines three previously approved specializations—higher education, international
education, and organizational leadership studies. Faculty of the new department consists of 7
tenured and tenure-track professors, as well as 3 professors of the practice. The department offers
graduate programs preparing students to assume educational leadership roles (e.g., school and
district leaders, senior college administrators, international education specialists), and to work in
complex local, state, national, and international settings. Bringing together these three
specializations places the College of Education in a unique position to serve a variety of publics
(e.g., schools, colleges, government agencies, foundations, international governments and
agencies.)
Section 3 – Background
The Department of Education Policy and Leadership (EDPL) arose from a series of program
mergers and College reorganizations that occurred during the past four decades. It convened and
institutionalized programs affiliated with faculty and students previously dispersed across other
units in the College. In 1967 the College created the Department of Administration, Supervision
and Curriculum (ASC). At that same time a Comparative Education Center, the forerunner of
the International Education program, was created, and Higher Education and Social Foundations
were defined areas of study within the College of Education. By 1981 these areas of study, as
well as faculty from other units, became the Department of Education Policy, Planning and
Administration (EDPA). At that time, the newly configured department had five areas of study:
Administration and Supervision, Curriculum Theory and Development, Educational Technology,
Higher and Adult Education, Education Policy and Social Foundations of Education.
In 2000, EDPA underwent a major restructuring of its programs. The name was changed to its
current name, the Department of Education Policy and Leadership (EDPL), to accurately reflect
the academic programs, professional expectations of education leaders, and current practice in
the field of education administration. The department also consolidated its degree programs,
restructured courses to emphasize a discipline-based approach to the study of education policy
and the preparation of scholar-practitioners, and identified five areas of specialization that
graduate students could pursue within the department: Social Foundations and Policy,
Curriculum Theory and Development, Organizational Leadership and Policy, International
Education, and Higher Education. The department currently houses three programs ranked
nationally by U.S. News & World Report for 2007: Education Policy (13th), Higher Education
Administration (6th), and Administration and Supervision (15th). Although the Department of
Education Policy and Leadership emerged as a vital component of the College and University,
the current configuration was accomplished primarily for administrative purposes and not to
accomplish a unified mission consistent with the College’s or University’s strategic plans.
In the recent review by the National Council for Accreditation of Teacher Education (NCATE),
and in all Department reviews, beginning in 1990, the observations made by the external review
committees cited the lack of focus and clarity of mission. As a result of the most recent
Department review, supplemental efforts were instituted to explore the question of structure and
cohesiveness. This proposal builds on the current strengths of the Department’s programs,
faculty, and students to create two new units that will more closely align the Departments’
mission with the University of Maryland’s aspirations to become a top-tier, research intensive,
land grant institution.
7
Revised February 8, 2007
The Interim Dean will appoint an inter-departmental coordinating committee to assure a smooth
transition in students’ programs, research endeavors, and scholarly activities.
Section 4 -- Mission Statement, Goals and Strategic Initiatives
A.
Mission Statement, Goals, and Strategic Initiatives of the Department of Education
Policy Studies (EDPS)
The mission of the Department of Education Policy Studies (EDPS) is to prepare professionals to
apply a range of theories and disciplinary perspectives to the enterprise of education in
governmental and non-governmental agencies. EDPS offers programs of study at the graduate
level that prepare students to assume a variety of roles, including scholars, researchers, policy
analysts, policymakers, education leaders, and advocates for children and youth. Through its
teaching, research, and service, faculty promote critical and discipline-based studies of education
policy; encourage thoughtful and responsive explorations of social and education issues; and
foster an academic community committed to informing education policy at the local, national,
and international levels.
The goals of the Department of Education Policy Studies include:
• Producing high-quality research and cultivating the scholarly habits of mind and critical
capacities essential to the design and implementation of effective policies and practices.
•
Promoting the systematic analysis of alternative ways to achieve equal opportunity, the
reduction of social and economic inequality, fair and open decision-making, social
justice, and greater understanding and appreciation of diversity.
•
Improving educational and related social policies and practices by promoting an
understanding of the social, cultural, economic, historical, philosophical, and political
contexts in which education occurs.
•
Preparing individuals within the state of Maryland, the nation, and the world to provide
thoughtful leadership in promoting educational equity and effective educational
institutions.
The strategic initiatives of the Department of Education Policy Studies include:
• Increasing the prominence of the Department’s education policy program, currently
ranked 13th by U.S. News & World Report, by developing closer affiliations with policyrelated units on campus and policy-related agencies in the metropolitan Washington D.C.
area.
•
Creating new opportunities for students to develop the capacity to conduct informative
studies of school policies and practices through research partnerships with local school
districts, professional organizations, and governmental agencies.
•
Developing a stronger affiliation with the Center for Teaching Excellence and improve
departmental courses that provide graduate students pursuing careers in academia with
opportunities to develop expertise in curriculum planning and teaching at the
undergraduate level.
8
Revised February 8, 2007
•
Developing an off-campus executive M.A. or M.Ed. program targeted at individuals who
help to shape education policies and priorities at the local, state, and national levels.
•
Increasing funded research and training grants to provide support for graduate students
and post-doctoral students through the department’s two centers- the Center for
Education Policy and Leadership (CEPAL) and the International Center for Transcultural
Education (ICTE.)
B.
Mission Statement, Goals and Strategic Initiatives of the Department of Education
Leadership, Higher Education and International Education (EDHI)
The mission of the Department of Education Leadership, Higher Education and International
Education (EDHI) is to prepare leaders, scholars, administrators, and researchers to improve
education within a wide range of settings, formal and non-formal, public and private, and across
local, state, regional, national, and international contexts.
The Department is comprised of faculty who have defined and informed areas of research and
practice in higher education, comparative and international education, and educational
leadership. Faculty are scholars, and scholar practitioners, who have held leadership positions in
key organizations and are committed to equity, diversity and social justice. The Department is a
collaborative community that develops theory, conducts research and translates these to practice,
to engage students, educators, and professionals in the advancement of education.
The goals of the Department of Education Leadership, Higher Education and International
Education include:
•
Conducting theoretically sound practice and research.
•
Preparing leaders who can shape and implement policy, lead organizations, and create,
direct, and evaluate intervention programs effectively.
•
Preparing leaders to meet newly arising challenges at the local, national and international
levels.
•
Contributing to theory that informs practice, and to engage in practice that in turn informs
theory.
•
Establishing partnerships with institutions and communities across all levels of
education.
The strategic initiatives of the Department of Education Leadership, Higher Education and
International Education include:
•
Creating off-campus executive M.A, Ed.D, and certificate programs targeted at
leadership in higher education, K-12, and international education.
•
Expanding partnerships with school systems for the development of off-campus Ed.D.
programs for school and district leaders.
9
Revised February 8, 2007
•
Maintaining a top 20 U.S. News & World Report ranking for all programs that have
separate rankings, and having all programs, over time, ranked in the top 10.
•
Disseminating key research findings at national and international conferences.
•
Consulting with local, state, national, and international organizations on issues pertaining
to equity, diversity, access, and quality.
•
Building research partnerships with local, state, national and international organizations
and institutions.
Department of Education Policy Studies (EDPS)
•
Graduate Programs. At the graduate level the Department will offer the M.A., M.Ed.,
Ed.D. and Ph.D. degrees in three areas of specialization: Education Policy, Socio-cultural
Foundations, and Curriculum Theory and Development. These three specializations share
a common core of courses and offer unique opportunities for students to develop
programs tailored to individual interests and faculty expertise. The Department will
develop either an executive M.A. or M.Ed., and/or Ed.D. These degrees could be offered
off-campus. The Department will also continue to grant an Advanced Graduate Specialist
Certificate.
•
Undergraduate Courses. The Department will continue to offer courses in three areas to
address the university student population in general and the teacher education population
specifically. Examples include: EDPL 201, Education in Contemporary Society, which is
an elective course approved to meet the campus diversity requirement; EDPL 210,
Historical and Philosophical Perspectives on Education, which meets the university
general core requirement in the social sciences; and EDPL 301, Social Foundations of
Education, which is required for education majors.
•
The Department will continue to sponsor two centers -- the Center for Education Policy
and Leadership (CEPAL), and the International Center for Transcultural Education
(ICTE).
Department of Education Leadership, Higher Education and International Education
(EDHI)
The department will offer M.A., M.Ed., Ed.D. and Ph.D. degrees in three different areas of
specialization: Higher Education, International Education and Organizational Leadership. These
degrees will be offered on campus and the Department will continue to offer the Ed.D. degree
off-campus in partnership with local school districts. It also will offer graduate certificates and
the Advanced Graduate Specialist (AGS) certificate.
10
Revised February 8, 2007
Section 5 -Allocation of Resources
Faculty Redistribution
As of March 2007, all current tenured, tenure-track, and non-tenure-track faculty will self-select
their formal affiliation and tenure home (if applicable) with one of the two new departments.
Faculty rank distribution summaries for the current and new Departments are presented in
Figures 2, 3 and 4.
Staff Redistribution
Distribution of existing support staff in the current Department of Education Policy and
Leadership (EDPL) will be conducted with an effort to minimize on-going program disruption to
ensure equity relative to faculty redistribution. The sole EDPL graduate assistantship (GA)
position will be divided between the two departments. Graduate assistantships on grant support
will remain with that specific program and “follow” the supervising faculty member to the
department of the faculty member’s selection.
Required Physical Resources
The reorganization of the current Department of Education and Leadership can be done
successfully by utilizing currently assigned physical space (with possible reconfiguration) and
other physical resources presently dedicated to the existing department. No new physical
resources are needed at this time.
Financial Resource Needs and Sources
No net increases or decreases in financial resources are expected as a result of this proposal with
the exception of the expenses associated with the designation of a new chair. However,
redistribution of funds within EDPL will be necessary. The data presented in Table 2 are
preliminary estimates of how financial resources will be redistributed.
•
•
•
•
Current budget resources supporting faculty lines allocated to the current Department of
Education Policy and Leadership will be redistributed according to faculty distribution in
the two Departments.
Operating funds will be distributed in proportion to faculty distribution between the two
Departments.
Extramural grant and contract funds will reside in the department of the Principal
Investigator’s (PI) affiliation.
Current net balances in the Departments “DRIF” and Outreach accounts will be divided
according to the faculty distribution in the two departments.
11
Revised February 8, 2007
Figure 1.
Current graduate programs and enrollments in the Department of Education Policy and Leadership
Graduate student numbers in the Department of Education Policy and Leadership and the reallocation of those
graduate students to the new Department of Education Policy Studies (EDPS) and the Department of Education
Leadership, Higher Education and International Education (EDHI)
Current EDPL and Prospective Graduate Departments
#students
Fall 2004
CTD
Master's
Doctoral
#students
Fall 2005
# students
Fall 2006
10
38
13
37
48
50
Total
EPSF
Master's
Doctoral
18
41
26
46
Total
59
72
CTD
Master's
Ph.D.
Ed.D.
EPSF
Master's
Ph.D.
Ed.D.
3-Year
1
Mean
15
40
3
58
13
39
22
41
3
66
22
44
total # to
EDPS
total # to
EDHI
15
40
3
52
22
41
3
66
124
HE
Master's
Doctoral
29
49
30
53
Total
78
83
IEP
Master's
Doctoral
10
28
12
37
Total
38
49
OLPS
Master's
Doctoral
AGS
13
56
1
27
76
Total
70
103
HE
Master's
Ph.D.
Ed.D.
IEP
Master's
Ph.D.
Ed.D.
OLPS
Master's
Ph.D.
Ed.D.
25
44
4
73
28
50
19
44
1
64
14
37
20
30
1
64
115
20
75
1
25
44
4
78
19
44
1
50
20
30
1
64
99
252
Key:
CTD – Curriculum Theory and Development
EPSF – Education Policy and Social Foundations
HE – Higher Education
IEP – International Education Policy
OLPS – Organizational, Leadership and Policy Studies
1
3-Year mean accounts for both Ed.D. and Ph.D. students.
12
Revised February 8, 2007
Figure 2.
Faculty distribution from the current Department of Education Policy and Leadership to the
Department of Education Policy Studies (EDPS) and the Department of Education Leadership,
Higher Education and International Education (EDHI)
DATE OF
Appointment
2006
1999
1996
1965
1995
Current
Area
HE
OLPS
EPSF
EPSF
HE
Proposed
Tentative
Affiliation
EDHI
EDHI
EDPS
EDPS
EDHI
Tenured/Tenure-track Faculty
Cabrera, A
Cossentino, J.
Croninger, R
Finkelstein, B.
Fries-Britt, S
Faculty Rank
Professor
Asst. Prof.
Assoc. Prof.
Professor
Assoc. Prof.
Herschbach, D.
Hultgren, F
Klees, S
Lin, Jing
Malen, Betty
Mawhinney, H
Rice, Jennifer
Selden, S
Spreen, C
Non-tenured Faculty
Assoc. Prof.
Professor
Professor
Assoc. Prof.
Prof.
Assoc. Prof.
Assoc. Prof.
Prof.
Asst. Prof.
1972
1982
1999
2000
1994
1999
1995.
1977
2002
EPSF
CTD
IIE
IIE
EPSF/OLPS
OLPS
EPSF
CTD
IIE
EDPS
EDPS
EDHI
EDHI
EDPS
EDHI
EDPS
EDPS
EDHI
Parham, C
Richardson, P
Williams, J
Prof of Prac.
Prof of Prac.
Prof of Prac.
2002.
2005
2002
OLPS
OLPS
HE
I
EDHI
EDHI
EDHI
Figure 3.
Faculty rank distribution between the current Department of Education Policy and
Leadership and proposed Departments of Education Policy Studies and Education
Leadership, Higher Education and International Education
Current Department
Education Policy and
Leadership (EDPL)
Proposed
Departments
Education Policy
Studies (EDPS)
Education
Leadership, Higher
Education and
International
Education (EDHI)
Professor
Nontenuretrack
Total
6
6
3
17
0
3
4
0
7
2
3
2
3
10
Assistant
Professor
Associate
Professor
2
13
Revised February 8, 2007
Figure 4.
Faculty distribution between the current Department of Education Policy and Leadership
and the Departments of Education Policy Studies (EDPS) and Department of Education
Leadership, Higher Education and International Education (EDHI)
Year of Initial
Appointment
Current
Area
Proposed
Tentative
Affiliation
EDHI
Faculty Rank
Cabrera, A.
Professor
2006
HE
EDHI
Cossentino, J.
Asst. Prof.
1999
OLPS
EDHI
Fries-Britt, S.
Assoc. Prof.
1995
HE
EDHI
Klees, S.
Professor
1999
IE
EDHI
Lin, Jing
Assoc. Prof.
2000
IE
EDHI
Mawhinney, H.
Assoc. Prof.
1999
OLPS
EDHI
Parham, C.
Prof. of Prac.
2002
OLPS
EDHI
Richardson, P.
Prof. of Prac.
2005
OLPS
EDHI
Williams, J.
Prof. of Prac.
2002
HE
EDHI
Spreen, C.
Asst. Prof.
2002
IE
EDHI
Croninger, R.
Assoc. Prof.
1996
EPSF
EDPS
Finkelstein, B.
Professor
1965
EPSF
EDPS
Herschbach, D.
Assoc. Prof.
1972
EPSF
EDPS
Hultgren, F.
Professor
1982
EDPS
Malen, B.
Prof.
1994
CTD.
EPSF
OLPS
Rice, J.
Assoc. Prof.
1995
EPSF
EDPS
Selden, S.
Prof.
1977
CTD
EDPS
EDPS
14
EDPS
Revised February 8, 2007
Figure 5.
Preliminary estimate of budget distribution between the current Department of Education
Policy and Leadership and the EDPS and EDHI Departments
Current
EDPL
($)
EDPS
($)
EDHI
($)
Faculty lines salary
Staff lines salary
TA&RA lines salary
Operating funds
1610101
178050
14328
2250
627939
69440
7164
1125
982162
108610
7164
1125
Total
1804729
705668
1099061
99.8%
99.8%
99.8%
Salary % of total
See Figure 6 for additional funds to be distributed to the two new departments.
15
Revised February 8, 2007
Figure 6.
Tentative Calculation of EDPL Funds Available to
Distribute to Two New Departments:
Ledger 1
Bal a/o 11/30
112038 Summer Programs
112130 State Account
112134 Instructional Materials
$603,497
-$172,393
$5,732
Total
$436,836
Ledger 2
293515 DRIF
DRIF Obligations to PIs
294627 Outreach
294717 Research (Prof Dev.)
$133,705
-$16,062
$156,445
$99,923
Total
$374,011
Total Available to Distribute
Minus EDPL Obligations Made Prior to 6/30/06
$810,847
-$94,985
Revised total to distribute
$715,862
Tentative distribution of funds as calculated according
to faculty ratio in each unit is indicated below:
0.411764706
Education Policy Studies (7/17)
$294,767
0.588235294
Education Leadership, Higher Education and International
Education (10/17)
$421,095
16
-------- Original Message -------Subject:(no subject)
Date:Wed, 28 Mar 2007 15:22:41 -0400
From:Dennis Kivlighan <dennisk@umd.edu>
To:Phyllis Peres <pperes@umd.edu>
Date: March 27, 2007
To: Phyllis Peres
From: Dennis Kivlighan
RE: Reorganization of EDPL
As per your request I am providing further clarification regarding faculty resources as we
move forward with the reorganization of the Department of Education Policy and
Leadership (EDPL). As you indicated, it was unfortunate that these questions were not
raised when we met with the PCC. However, we welcome the opportunity to provide the
needed clarification.
As indicated at the March 16th PCC meeting the purpose of the proposal is to reorganize
and rename the Department of Education Policy and Leadership (EDPL) into two units,
the Department of Education Policy Studies (EDPS) and the Department of Higher,
International and Education Leadership (EDHI). With the exception of service courses
offered by EDPS, both are graduate programs and offer degrees exclusively at the
graduate level.
The anticipated distribution of faculty and students in EDPS is 7 tenured (2 associate
professors and 4 professors); the projected student enrollment is 124 (84 doctoral and the
remainder masters) yielding a faculty ratio of approximately 18:1. This unit contains the
Education Policy program which was ranked 13th by the US News and World Reports in
2007.
There will be 10 tenure track faculty in EDHI (2 assistant professors, 3 associate
professors, 2 professors and 3 professors of the practice.) Current EDHI student
enrollment is 252 (187 doctoral the remainder masters) yielding a faculty ratio of
approximately 25:1. It should be noted that there are currently searches for two faculty
positions in EDHI and if successful the ratio would be approximately 21:1. Programs in
this area have been ranked nationally by the US News and World Report for 2007,
Higher Education 6th and Administration and Supervision 15th.
The current ratio of faculty to student advisee in EDPL would not be significantly altered
because of the reorganization. Because of the nature of the interdisciplinary nature of the
programs, other faculty in the College and campus have always participated in students’
dissertation defenses, and it is expected that they will continue to do so under the new
organization of the units.
We are in the final stages of recruiting two faculty in the proposed EDHI Department. All
candidates expressed strong support for the proposed reorganization and cited it as a
positive factor in their consideration for the position. In addition, a line and funding for a
new chair for one of the two units has been assured. The current line and funding of the
EDPL chair position is from the Dean’s office; it will be assigned to the other of the two
units. At the present time funds have been allocated to the staffing of the undergraduate
courses offered by EDPS. A commitment to convert these funds to a faculty line in two
years has been made that would add an additional position to EDPS. If vacancies occur, it
is intended that they would be assigned to the unit where the vacancy occurs. The net
increase in EDPS faculty would be 2 (the chair and the new faculty position) and in
EDHI the increase would be 3 (the chair and the two positions currently being recruited).
I hope this clarifies questions that the PCC raised. If additional information is needed,
please let me know as it is crucial that action be taken on the proposal in time to have it
considered by the Senate Executive Committee and the University Senate.
-Dennis M. Kivlighan, Jr., Ph.D.
Interim Dean and Professor
Editor, Group Dynamics: Theory, Research and Practice
College of Education
3119 Benjamin Building
University of Maryland
College Park, MD 20010
301.405.2336
301.314.9890 (FAX)