MEMORANDUM
TO:
Manickam Sugumaran, Chair, Faculty Council
FROM: Greg Beck, Chair,
Graduate Studies Committee
DATE:
April 24, 2014
RE:
GSC Submission to Faculty Council for the May 5th Meeting
Please add the following items, approved by the Graduate Studies Committee, to the
agenda for the May 5th Faculty Council meeting. These are the final motions from the GSC
for the 2013-2014 Academic Year. Attached are the motions and materials as approved by
the Graduate Studies Committee. All original documents with approval signatures are
available for review on line and in the Office of Graduate Studies.
Motion 1 - To approve the Teaching Social Studies and History to English Language
Learners certificate (CEHD)
UMass Boston’s Department of Curriculum and Instruction in collaboration with the
Departments of Applied Linguistics and History propose a graduate certificate “Teaching
Social Studies/History to English Language Learners (ELLs).” The target audience for the
certificate includes mainstream elementary and middle/secondary Social Studies and
History teachers and teachers in Sheltered English Instruction (SEI) programs for English
Language Learners (ELLs). To comply with Federal guidelines for educating ELLs, the
Massachusetts Department of Elementary and Secondary Education (DESE) has created a
state SEI Endorsement through a course for pre- and in-service content teachers to be
offered at universities and school districts. All current content teachers must qualify for the
Endorsement by 2016.
The Social Studies/History Certificate Program to begin in September 2014 will provide
participating teachers with a deeper understanding of social studies, history and ELLrelated pedagogical strategies. As noted, if program completers have not received their SEI
Endorsement after taking RETELL in their districts, they will also be prepared to pass the
SEI-MTEL exam and qualify for the endorsement.
MA Endorsement in Sheltered English Instruction (SEI). The four-course/twelve credit
curriculum listed below features a multidisciplinary approach with the collaboration of
social studies educators, historians and history professors, and experts in the field of
applied linguistics. The interdisciplinary certificate is comprised of 4 courses:




HIST 664 - History of Boston (3 credits)
HIST 694 - History for English Language Learners (3 credits)
EDC G 676 - Advanced Strategies for Teaching Social Studies/History to ELL and
SPED Students (3 credits)
EDC G 650 - Rethinking Equity and Teaching for English Language Learners
(RETELL) (3 credits) OR APLING 603 Cross-Cultural Perspectives
Motion 2 – To approve the PhD in Leadership in Urban Schools (CEHD)
This proposal seeks to achieve two purposes. First, we seek to establish the Ed.D. in
Leadership in Urban Schools (LIUS) as a distinct academic program. Up until October of
2013, LIUS was a track in an Ed.D. program in the department of Leadership in Education;
Higher Education Administration was the other track. In October 2013, the Board of Higher
Education approved the Higher Education Administration Ph.D. proposal, which also
proposed that the LIUS and Higher Education programs be separated and therefore award
separate degrees. We are proposing the LIUS Ed.D. be its own degree program separate
and distinct from the Higher Education program. Second, we propose to offer a Ph.D. in
Leadership in Urban Schools to complement the current Ed.D.
In the academic field of Educational Leadership (pre-K-12), Ed.D. programs are typically
designed to prepare students for public school and school-system based leadership roles
such as principal/assistant principal, department head, lead teacher, curriculum or special
needs administrator, and superintendent/assistant superintendent. The Ed.D. also prepares
students for administrative positions in settings such as the state department of education,
community based organizations, charter, parochial, and private schools, and increasingly,
practice-based faculty positions in colleges of education. Ph.D. programs are intended to
prepare future research-based faculty, researchers, and policy analysts in pre-K-12
education. By offering both the Ed.D. and the Ph.D., our proposal will expand the
professional opportunities available to students and make maximum use of our highly
qualified faculty. Furthermore, since the new Ph.D. will build on the strengths of the
existing Ed.D. program, resources will be marshaled efficiently. Table 1 depicts the
proposed structural changes.
Table 1. Proposed structural changes
Existing structure
Program: Ed.D. in Leadership in Education
 Track: Higher Education
 Track: Leadership in Urban Schools
Proposed structure
Program: Leadership in Urban Schools (Ed.D.,
Ph.D.)
Program: Higher Education (Ed.D., Ph.D.)*
* Approved by the BOT and BHE Fall 2013
The proposed Leadership in Urban Schools program (new Ph.D. and reconfigured Ed.D.)
will advance goals and objectives that directly support the mission of UMass Boston.
Currently, the Leadership in Urban Schools Ed.D. track includes as part of its mission the
provision of access to individuals from groups that have been historically underrepresented
in school leadership, including women and people of color. The existing program of study
GSC Motions – 4/24/14 - page
2
has supported professional advancement for large numbers of women and people of color,
who have graduated from the program and attained senior leadership positions. In 2012,
72% of all LIUS alumni were women and 40% self-identified as members of racial, ethnic, or
linguistic minority groups. In 2012 and 2013, LIUS students were awarded the Barbara
Jackson minority dissertation fellowship of the University Council on Educational
Administration. Overall, LIUS graduates represent the most diverse group of doctoral
graduates at UMass Boston. The new Ph.D. will expand these opportunities to include the
preparation of faculty, researchers, and policy analysts who understand, appreciate, and
promote the values of diversity and social justice in scholarly and professional endeavors.
The Leadership in Urban Schools program will involve students in rigorous academic study
that is built on the values of excellence in research and scholarly inquiry. The 2012 AQUAD
review of LIUS noted high levels of excellence in the curriculum and in the dissertation
research accomplishments of students. The new Ph.D. will continue to foster excellence in
students’ research by focusing on the development of sophisticated analytic, writing,
theoretical thinking, and research skills. Furthermore, the Ph.D. will open new research
funding opportunities for students, because several grant programs, including the Ford
Foundation Doctoral Fellowships and several dissertation grants from the National Science
Foundation, will accept applications only from students in Ph.D. programs.
In addition, by providing education for the next generation of K-12 educational leaders, the
proposed Leadership in Urban Schools doctoral program will make significant
contributions to strengthening the economic development efforts of UMass Boston and of
schools and agencies across the state. An excellent K-12 educational system is a key
building block for economic development within the state, and strong instructional
leadership at the school and system levels is essential to developing and sustaining such
excellence. The addition of a Ph.D. will allow us to extend this effect, through our
graduates, into the areas of research, policy, and long-term planning.
Furthermore, UMass Boston has been actively engaged in implementing a new strategic
plan, which includes components for internationalizing the university and expanding its
research endeavors. The proposed Ph.D. will contribute to the effort to internationalize the
campus through its partnership work with the newly-created Institute for International and
Comparative Education (IICE) at UMass Boston.
Distinctions between Ed.D. and Ph.D.
Career
objectives
Ed.D. Program
Ed.D. candidates will be particularly
suited to the following careers:
 Administrative and leadership
positions in pre-K-12 educational
institutions
 District, state, and national-level
administration and leadership
positions
 Leadership positions in nonformal educational institutions
 Faculty of education schools
Ph.D. Program
Ph.D. candidates will be particularly
suited to the following careers:
 Faculty positions at higher
education institutions
 Research appointments at
education institutions, research
institutes, governmental agencies
and nongovernmental institutions
 Policy analysts in governmental,
nongovernmental, and
educational institutions
 Policy, research, and faculty
positions in international
GSC Motions – 4/24/14 - page
3
Curriculum
concentration
options


Administration and Leadership
Teaching, Learning and
Leadership


Dissertation

Presents original, empirical
research study focusing on a
problem related to urban
education
Designed to demonstrate
students’ ability to use theory
and prior literature to design and
conduct an empirical research
project utilizing qualitative,
quantitative, or mixed methods
Makes a contribution and
articulates implications for
research, practice, pedagogy,
and/or theory in urban
education
Topics of particular relevance
may include problems of
professional practice that inform
local educational policy and
leadership
Research projects that are smaller
in scale (i.e., case studies of
schools, classroom
ethnographies, action research).









organizations, universities, and
global governance institutions
Research and Evaluation
Comparative and International
Education
Presents original, empirical
research study focusing on a
problem related to urban
education
Designed to demonstrate
students’ ability to use theory and
prior literature to design and
conduct an empirical research
project utilizing qualitative,
quantitative, or mixed methods
Makes a contribution and
articulates implications for
research, practice, pedagogy,
and/or theory in urban education
Topics of particular relevance
may include theoretical and
empirical problems that inform
national and/or international
educational policy and
leadership.
Researcher projects that are larger
in scale (i.e., large quantitative
databases, multi-site comparative
case studies, state or national
survey research, longitudinal
ethnographies).
This proposal calls for establishing the existing Ed.D. track as a separate program, and
adding the Ph.D. degree option. The new program (Ph.D. and Ed.D.) will be slightly larger
in size and scope than the existing Ed.D. track. The number of students will increase to 1215 per year and the number of faculty will increase by 1. The primary budget needs are
related to providing one additional faculty line, an additional staff position, and graduate
assistantships for Ph.D. students.
The Department of Leadership in Education which houses both the Higher Education Ed.D
and Ph.D. and the proposed LIUS Ed.D. and Ph.D. needs to increase its staffing level to two
full-time and one half time administrative assistants for the Department; currently there is
only one full time position. A 50% time position was included in the approved proposal for
the Higher Education Ph.D. program. The remainder of the increase for the department
(one additional full time position) is included in this proposal for the Leadership in Urban
Schools Ed.D./Ph.D. program.
GSC Motions – 4/24/14 - page
4
Additional revenues will be generated by admitting an additional cohort to the master’s
degree program in Educational Administration in partnership with CAPS. This cohort for
the master’s program will be recruited by targeting the Chinese educational market, and it
is projected to enroll 20 Chinese students each year, for a steady-state enrollment of
approximately 40 students. Budget projections developed for this program by CAPS
indicate that approximately $80,000 in revenues will be returned annually to the College of
Education and Human Development. This entire amount will be used to fund additional
graduate assistantships in the LIUS doctoral program. The new Chinese cohort for the
master’s program in Educational Administration will be admitted in September 2014, and
generate revenues for new graduate assistantships beginning in September 2015.
Current enrollment levels in the LIUS Ed.D. track (50 to 60 head count students) will be
increased slightly to (60 to 70 head count students) in the new program. Thus, tuition and
fee revenues for the doctoral program will increase.
Motion 3 – To approve the following new courses, associated with the Leadership in
Urban Schools PhD proposal, above (CEHD)
EDLDRS 705 – Introduction to Inquiry for Educational Leaders
EDLDRS 748 – Evaluation: Theory and Practice
EDLDRS 751 – International and Comparative Perspectives on Urban education
EDLDRS 752 – International Education Policy and Leadership
EDLDRS 753 – Cognition and Context
EDLDRS 754 – Dialogical Learning Communities and Praxis
EDLDRS 757 – Leadership and Public Engagement
Motion 4 – To approved the following new courses:
CAPS
ABA 662 - Culturally Responsive Practices in ABA
CAPS 560 - Practical Strategies for Teaching Mandarin
CAPS 561 - Integrating Technology into Language Curriculum
CEHD
CSP 631 - Professional, Ethical, and Legal Issues in School Counseling
CSP 641 - Cognitive and Affective Foundations
CSP 713 - Advanced Career and Group Theory and Practice
CSP 770 - Advanced Statistics in Counseling and School Psychology
CSP 801 - Transnational Social Justice in Counseling and School Psychology
EDC G 634 - Introduction to Game-Based Teaching
CM
BUSADM 710 - Accounting for Finance I
BUSADM 711 - Accounting for Finance II
BUSADM 720 - Quantitative Financial Analysis I
BUSADM 721 - Quantitative Financial Analysis II
GSC Motions – 4/24/14 - page
5
BUSADM 722 - Crosss-Section Analysis of Financial Data
BUSADM 723 - Time Series Analysis of Financial Data
MBAMGT 673 - Clean-Energy Entrepreneurship and Sustainability
CSM
EEOS 603 - Coasts and Communities I
EEOS 604 - Coasts and Communities II
EEOS 607 - Introduction to Environmental Innovation Clinic
EEOS 645 - Environmental Issues in the Horn of Africa
EEOS 799 - Environmental Innovation Clinic Research
EEOS 899 - Dissertation Research
MGSGPS
PAF G 651 - Organizations, Social Change and Public Policy
Motion 5 – To approve the following changes in the Teacher Education program,
Professional Licensure Middle/Secondary Education (CEHD):
This proposal brings the current Middle/Secondary Education Professional Certificate
Program into alignment with changes in that have occurred at the state level by the
Department of Elementary and Secondary Education (DESE) and within the UMB Master’s
degree program. DESE requires that nine credits of professional license certificate be in the
subject area of the initial license and three credits in pedagogy, with a course specifically in
pedagogy in that subject area able to count as a subject area course. The department has
added new courses on teaching English Language Learners (ELL) in specific subject areas,
allowing them to be counted as content courses. This allows those courses to count as
content area courses, allowing students to take EDC G 690 – Teacher Research as their
pedagogy course, which more closely matches the Master’s program.
GSC Motions – 4/24/14 - page
6
Motion 6 – To approve the following changes in the Nursing PhD program (CNHS):
1. Action: Remove NU 701L Philosophy of Science
2. Action: Add EHS 625 Quantitative Research Methods
3. Action: Make NU644 Global Health course (or other course from the population
health cluster) Required for Population Health tracks (both BS-to-PhD and MS-toPhD).
4. Action: Remove NU668 Nurse Educators in Academic Settings as required course
5. Action: Make NU607 Evidence-based Teaching Practices required course for all
tracks, all points of entry. The course was already a required course for the BS-toPhD tracks.
6. Action: Remove NU705 Health Disparities as Required for the Population Health
tracks
7. Action: NU724 Mixed Methods is one of two Advanced research methods options.
The EHS program is developing an advanced quantitative research course that will
be available to the nursing PHD students as well.
8. Action: Remove NU 614 Advanced Pathophysiology and NU 615 Advanced Health
Assessment (or 634 Advanced Pharmacology) requirement for the BS-to-PhD tracks.
9. Action: Add NU 616 Evidence-based Practice I to BS-to-PhD tracks as Required
course.
10. Action: Remove NU 613 Human Diversity in Healthcare from BS-to-PhD tracks.
Motion 7 – To approve the new certificate in Contemporary Marking (CM)
The certificate comprises 4 required courses and one elective. Students without a business
degree or three years’ experience in marketing are required to take an introduction to
marketing course (MKT670) instead of the elective. MKT670 is usually offered online and
on-ground. In future, some of the required courses might be offered online to increase
flexibility.
The program is suitable for professionals working in the field who want to refresh their
skills, and for students pursuing graduate degrees in related fields such as psychology,
information systems, economics or management.
Motion 8 – To approve the program changes for School Psychology. Including the
following course changes (CEHD):
SPY G 602 - Standardized Assessment and Report Writing
SPY G 603 - Foundations of Educational Assessment and Data-Based Decision Makings
SPY G 607 - School-Based Interventions and Data-Based Decision Making
SPY G 612 - Learning and the Curriculum
SPY G 635 - Behavior Therapy in Schools
SPY G 685 - Practicum I: School-Based Assessment and Intervention
SPY G 686 – Practicum II: School-Based Assessment and Intervention
Motion 9 – To approve the following new courses, associated with the School Psychology
changes, above (CEHD):
SPY G 608 - Systems Consultation, Prevention, & Organizational Change
GSC Motions – 4/24/14 - page
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