Department Mission Statement and Goals
Vision and MIssion
The mission of the Department of Educational Leadership is to promote the skills, values and
motivation for growth in leadership positions for K-12, community college, and higher
education. This mission is based upon a fundamental belief in the diversity, dignity and
inherent worth of all human beings and in the central role education plays in a democratic
society. Our mission is a part of the wider College of Education (CoE) mission prepare
professional in all areas of our state. Educational Leadership faculty actively support the CoE
mission “to prepare the educational professionals who create the schools of the future,” to
provide quality statewide instruction and school services and to engage the departmental
faculty members in the life of schools.
Brief Overview of the Department of Educational Leadership
The Department of Educational Leadership (EDL) is one of four academic units within the
College of Education. The department offers course in four sub-areas of educational
foundations (EDF), educational research (EDR), community college/higher education (CCHE),
and educational leadership (EDL). Faculty members in the Department of Educational
Leadership teach a variety of undergraduate courses that support several certification
programs in the departments of Educational Specialties and Teaching and Learning. Master’s
level courses in EDF and EDR support a variety of advanced programs in all departments of the
college as well as units across campus in addition to supporting several master’s degree
programs within the department.
As of fall 2012, the department had 16 full-time faculty members, six of which are located on
the Flagstaff campus. The remaining ten faculty members are located in the Extended
Campuses sites in Phoenix and Tucson. The location of faculty offices in the Arizona
metropolitan sites was in a mission-driven response to substantial changes in candidate
demographics and instructional delivery options. The majority of the candidates resided in
these cities. Locating faculty offices in these areas provided candidates with access to advising
and more convenient instructional access. The department chair, Dr. Michael Schwanenberger
is located in Tucson, but frequently travels to Flagstaff for meetings and campus events. The
department assistant chair, Dr. Bob Boothe, is located in Flagstaff and provides a presence of an
”on-site” administrator, 19 hours a week. To insure continuity of department operations, the
department employs administrative assistants located on the Flagstaff campus and in the
Extended Campus system. Student records are located on the Flagstaff campus for doctorial
candidates and on the Mesa campus for Masters candidates. Major department business is
handled electronically. Department meetings are conducted in statewide locations alternating
between face-to-face meetings and telephone conferencing.
The Department of Educational Leadership provides four master’s degree programs and two
graduate certificate programs.
EDL Master’s Degrees
Doctoral Programs
M.Ed. in Educational Leadership:
Foundations*
Graduate Certificate
Programs
Principal Certificate
Program
M.Ed. in Educational Leadership:
School Leadership K-12
Superintendent Certificate
Program
Ed.D. in Educational
Leadership: Community
College/Higher Education*
Ed.D. in Educational
Leadership: K-12 emphasis
M.Ed. in Educational Leadership:
Principal K-12
M.Ed. in Educational Leadership:
Community College/Higher
Education*
*Programs targeted in this review
Each program is intended to serve a specific learner need. The master’s programs in
educational leadership help candidates develop the skills needed to lead in an educational
setting, and assume leadership positions in K-12 schools, community colleges, and higher
education. The M.Ed. in Educational Foundations provides the foundational knowledge to
become a K-12 consultant, teach undergraduate coursework in an institution of higher
education, administer a charter school, or lays the foundation needed for further advanced
study. The M.Ed. in EDL: Community College/Higher Education prepares candidates to become
a faculty member or assume a leadership position in a community college and/or a higher
education setting. The EDL doctoral program prepares candidates for administrative positions
in K-12 or community college settings. Both graduate certificate programs are designed to meet
the requirements to be eligible for Principal or Superintendent certificates in Arizona.
Department of Educational Leadership Enrollment Trends
Degree Seeking Trend by Department
Spring Semester
Degree Seeking: Master's
Department
Department of Educational
Leadership
2004 2005 2006 2007 2008 2009 2010 2011 2012
918
870
748
787
830
741
727
661
608
Degree Seeking Trend by Department
Spring Semester
Degree Seeking: Ed.D's
Department
Department of Educational
Leadership
2004 2005 2006 2007 2008 2009 2010 2011 2012
72
80
88
86
83
96
92
104
117
Degree Seeking Trend by Department
Spring Semester
Degree Seeking: Preparation
Department
DepartmentEducational
Leadership
2004 2005
121 109
2006 2007 2008
67
79
91
2009 2010 2011 2012
155
97
95
67
Degree Seeking Trend by Department
Spring Semester
Non Degree Seeking: Others
Department
Department of Educational
Leadership
2004 2005 2006 2007 2008 2009 2010 2011 2012
137
197
263
275
225
172
127
97
65
The department of Educational Leadership has witnessed a moderate decline in enrollment
from 2009 – 2012, as graphically presented below.
Enrollment Trend
1,400
All Candidates Enrolled
1,200
1,000
800
600
400
200
0
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
Enrollment 1,244
1,299
1,172
1,305
1,276
1,268
1,087
1,058
988
The department speculates that this decline may be for the following reasons:
A. The economic downturn that occurred 2008-09 has resulted in job reductions in schools,
fewer jobs in the field of education, a shift in personal financial stability and priorities in
families, etc.
B. A M.Ed. is no longer needed for recertification in Arizona.
C. The creation of a Master’s in Administration by NAU’s Extend Campus system has
garnished students who may have otherwise enrolled in the EDL master’s program.
D. The rapid growth of “For Profit” online and private institutions of higher education has
captured the enrollment of many seeking licensure. Many of these programs offer a 30
hour program completion whereas we have a 36 hour requirement.
Previous Program Review
The Northern Arizona University College of Education was last reviewed in Fall 2002. This
review encompassed the four departments in the College of Education: Educational Leadership,
Educational Specialties, Teaching and Learning, and Educational Psychology.
Findings and Progress on Recommendations for the College of Education since 2002:
Strengths of College of Education
 Dedicated faculty and staff
 Commitment to Statewide access
 Student-centered programs
 Sophistication of faculty and staff in using technology to teach in statewide programs
 Partnerships with schools, districts, community colleges, and other agencies
 Optimism for the future
 Facilities at the Mountain campus
2002 Recommendations
 Increase COE budget to recognize the administrative and faculty loads associated with
statewide programs
 Initiate serious discussions about national accreditation
 Develop and implement a plan to define program standards for students and means by
which they are assessed
 Consider methods by which the CoE and the Graduate College assure the quality of
doctoral and master’s programs
 Examine and address the personnel needs of the College
 Clarify the institutional mission and commitment for statewide programs
 Continue ongoing discussions in the College regarding strategic planning
 Continue discussions in the college about the location of the administrative leadership
program on the main Mountain campus
 Continue seeking creative means to reward faculty productivity regarding teaching and
scholarship
Current Program Review
This Department of Educational Leadership Self Study was completed using data from the
university’s Office of Planning and Institutional Research (PAIR). The standard report includes
data for Program Personnel, Enrollment and Course Information, Main Class Size, Degrees
Awarded-Unduplicated, and Degree Seeking Headcount. However, in completing this report,
references to data maintained in Business Objects, EDL department records, COE budget and
faculty contract records, and other sources were needed to develop a complete review of the
department and relevant programs.
One full-time faculty member from the Department of Educational Leadership assumed primary
responsibility for compiling data from previous reports, records, full-time faculty, part-time
instructors, current students, alumni, and employers. Dr. Angelina Castagno, whose primary
assignment is in educational foundations, oversaw the data collection and interpretation for the
two master’s programs (foundations and community college/higher education) as well as the
doctoral program (community college emphasis). Dr. Gaye Luna edited both the CCHE master’s
in Community College/Higher Education and the Ed.D. with CCHE Emphasis programs. Dr. Guy
Senese edited the EDL M.Ed: Foundations Emphasis program. The individual program report
for the M.Ed. in School leadership: K-12 Emphasis and the “Overview of the EDL Department”
were edited by Dr. Michael Schwanenberger (Dept. Chair) and Dr. Bob Boothe (Assist. Chair).
The individual program reports were reviewed by faculty in the department who provided
additional comments and suggestions.
Department of Educational Leadership Findings and Progress on Recommendations since
2002:
The Department of Educational Leadership offers primarily graduate degree programs.
However, the faculty members of the department also teach service courses in educational
foundations, educational research, and educational leadership, all of which support the various
teacher education programs in the College of Education and the secondary programs located in
other academic units. Master’s level educational foundations and research courses are also
embedded in many of the graduate degree programs in the other departments in the CoE.
Increase the CoE budget to recognize the administrative and faculty loads associated with
statewide programs. The EDL department has witnessed a growing demand statewide for
programs resulting in an increase in the pool of applicants, for the Ed.D. in both the K-12 and
CCHE emphasis areas. During this period of growth, faculty members have remained committed
to ensuring the quality of courses taught statewide remains high. This has occurred in part by
relocating the entire K-12 faculty to Phoenix and Tucson so that tenure track faculty members
are teaching at sites where the majority of are candidates are enrolled. The EDF and EDR FTE
faculty remained on the Flagstaff campus.
In the fall of 2012 the full-time faculty resources were insufficient to address both the needs of
doctorial candidates and master’s students. As a result there has been a decrease in full-time
faculty teaching 600 level courses and an increase in the number of part-time faculty teaching
the master’s level courses. The majority of master’s level classes during the fall 2012 semester
were taught by approximately 99 qualified and department approved part-time faculty.
As of the fall 2012 the EDL department had not recaptured the loss of 5 faculty positions which
it experienced over the presiding five years. Although two of the lines were maintained,
faculty had been assigned other university responsibilities outside the CoE and department.
Additionally, the Extended Campus system had been providing funds for administrative support
but withdrew that support in 2009.
Initiate serious discussions about national accreditation: Since the previous program review in
2002-03, three programs in the EDL department have become accredited by NCATE. The
following programs became nationally recognized under ELCC standards -The Graduate
Certificate in Administration: Principal, the Graduate Certificate in Administration:
Superintendent, and the Master of Education in Educational Leadership: Principal K-12
Emphasis. These programs will have mid-cycle reviews in 2014.
Consider the methods by which the CoE and the Graduate College assure the quality of doctoral
and master’s programs. To assure quality in both the EDL doctoral program and the CCHE
doctoral program, the faculty maintained The Doctoral Steering Committee (DSC) and
expanded the committee membership to all faculty who were willing to demonstrate
commitment to provide quality control and program integrity. The DSC is responsible for
reviewing policies, procedures, and program data to assure the quality of all curriculum and
course offerings, admissions and retention policies, and comprehensive exam design and
review.
As noted above, the majority of master’s level classes in fall 2012 were taught by approximately
99 qualified and department approved part-time faculty. The department reviews the
credentials of every part-time instructor before approving him or her to teach a course.
However, communicating and managing the curriculum for all degree programs has been
challenging. To more effectively meet the demands brought on by increased numbers of parttime faculty and insure a high quality of instructional delivery and consistency of course
learning outcomes, the EDL department implemented a Lead Faculty / Mentor Program
consisting of full-time faculty members who have developed the standards for course delivery
and assessment. These lead faculty members assist and update part-time instructors who are
teaching the various courses. Additionally, the EDL Department Chair and Assistant Chair
constantly review Course Evaluations completed by in-class candidates. These opinion surveys
reflect the performance levels of our faculty as judged by candidates in the course. The EDL
assistant chair uses this information to provide feedback to part-time faculty as needed, or to
make decisions about whether the part-time faculty is approved to continue to teach the
course.
Examine and address personnel needs of the College of Education. As noted earlier, in the fall of
2012 the full-time faculty resources were insufficient to address both the needs of doctorial
candidates and master’s students. As of the fall 2012, the EDL department had not recaptured
the loss of five faculty positions which it experienced over the presiding five years. As of fall
2012 the EDL department had 12 FTE tenure track faculty members, 4 FTE of non-tenure track
faculty members, and 2 halftime (.5) FTE clinical faculty. The two half-time positions were
funded exclusively from recaptured funds through sabbatical leaves which occurred in the same
year. If faculty members do not take sabbatical leaves, funds will need to come from another
source or the two .5 FTE positions will be cut. The department looks forward to the possible
addition of 3 FTE faculty starting in fall 2013.
Continue seeking creative means to reward faculty productivity regarding teaching and
scholarship. The majority of the tenure line faculty members in the EDL department teach a
3/3 course load. In addition to the funding available from the Dean’s Research, Dean’s Travel,
and Provost’s Travel awards, the EDL department provides additional support for tenure and
non-tenure track faculty members. The department uses over-attainment funds generated
during summer sessions to provide faculty members with funds that can be used to support
scholarship activities, offset costs related to disseminating research or practice findings at
professional conferences or meetings, and to enhance their scholarship or teaching through
professional development activities. In the most recent academic year, the department
allocated on average $2,000 to faculty members to support these activities. Unfortunately, the
over-attainment funds generated during summer sessions are rapidly declining. This decline is
due to fewer in-person classes being offered on the Flagstaff campus. Extended Campus
manages the funding formula for distribution of those funds, and one of the requirements for
receiving over-attainment funds is that the class must be held on the Flagstaff campus during
the summer. This requirement causes a dilemma in that more and more of our EDL classes are
statewide and held off campus during the summer. Thus, the department is realizing an ever
diminishing funding source for professional development.
Curriculum Areas, Programs, and Courses
Curriculum Areas
The department is organized into four major program areas: Educational Foundations,
Educational Leadership, Educational Research, and Community College/Higher Education
(CCHE), each of which are governed by program committees of faculty member in the
respective content area. Committees meet monthly to oversee curricular decisions,
professional standards, and assess evidence of students’ progress and learning. Many EDL
faculty support and advise students in the M.Ed. programs. Faculty in the department also
teach and supervise undergraduate and graduate courses that support several of the teacher
preparation programs as “service” courses used in other degree programs. For example, FTE
faculty members in the EDL foundations program area teach, on average, eleven courses in
foundations of education, including a large section offering of EDF 200 Introduction to
Education that serves as an initial course in all teacher preparation programs as well as a liberal
studies course for non-education majors.
Several curriculum changes have been initiated in the EDL department. Starting in 2004, the
Doctor of Education Degree in Educational Leadership with the designation of CCHE emphasis
(i.e., a core of specific courses not focusing on K-12) was offered with enrollments and
graduates steadily increasing.
Since the last program review in 2002, the M.Ed. in Educational Leadership with a CCHE
emphasis continues to be offered, and is growing in student enrollment and graduates. All
community college courses have been developed for online delivery, with face-to-face courses
still offered at NAU sites around the state. As of fall 2012, the CCHE faculty were in the process
of revising this 36 hour M.Ed. in Educational Leadership with a CCHE emphasis, to a 30 hour
program with cross-listed courses available to allow students to achieve their degree in a more
time efficient manner.
In 2012, the Master’s degree in Educational Leadership: School Leadership K-12 Emphasis
program is undergoing significant revisions under a NAU President’s Innovation Grant (PIG). EDL
faculty members have been working for almost a two years to redesign this program to reduce
the overall number of credit hours from 36 hours to a 30 hour program to make the program
more attractive to potential candidates by appealing to a more diverse market base outside the
field of education, and to individuals who do not plan to become principals at this point in their
career. Additionally, the degree program will be changing to Masters Degree in Educational
Leadership: Instructional Leadership K-12 Emphasis.
The EDL department implemented a Lead Faculty / Mentor Program consisting of full-time
faculty members who have developed the standards for course delivery and assessment.
Generally, advisement for EDL programs is handled by on-site advisors at various statewide
sites and available faculty. If the student designates taking the program online, specific
advisors are assigned. The EDL department realizes the necessity for providing ongoing training
and updates for all advisors and in particular Extended Campus advisors, about changes in
programs and procedures.
Courses
Percentage of Courses Taught By Faculty Type:
Faculty type
Tenure/Tenuretrack
Non-tenure
track
Part-time
faculty
FY 04
31.7%
FY 05
29.1%
FY 06
27.4%
FY 07
28.2%
FY 08
23.7%
FY 09
26.3%
FY 10
33.9%
FY 11
27.9%
4.6%
3.4%
9.4%
8.3%
15.6%
7.7%
12.6%
10.8%
63.7%
67.5%
63.1%
63.5%
60.8%
65.5%
53.5%
61.3%
While the percentage of classes taught by full-time tenured, tenure-track faculty decreased
slightly from the 2003-2004 academic year, the percentage increased and remained relatively
stable during the 2008-2011 academic years. Yet less than one-third of all classes taught in the
department are instructed by full-time, tenure track faculty members. The percentage of
courses taught by non-tenure track faculty members during this same time period increased
almost threefold, yet still constitutes only a small percentage of the full allocation of courses in
the department. Throughout the review period, the majority of the courses in the EDL
department have been taught by part-time instructors statewide. This is primarily due to the
number of courses taught in programs that have degree offerings in the extended campus
system and a reduction in the number of full-time tenure track faculty members in the
department (see faculty section below). Even with the addition of non-tenure track faculty in
Tucson and Phoenix, the number of courses taught by part-time temporary faculty members is
of great concern to the department.
Class Sizes
The department of Educational Leadership offers only master’s and doctoral programs. The
data below indicate that students in EDL masters’ degree programs, on average, complete their
degree in 2.5 years, well within the six year limitation of the Graduate College. This is
significant in that many of the EDL candidates are working full-time, taking courses throughout
the year. For EDL doctoral programs, candidates are generally completing their degrees in six
years (exceptions during the 2005-06 and 2007-08 academic years). This is likely a result of two
factors. As with candidates in the EDL master’s degree programs, most of the individuals
enrolled in the Ed.D. program work full-time while trying to complete their degree. In addition,
a progressive reduction in the number of full-time tenure track faculty members during this
review period (20.49 FTE in 2003-04 to 15.0 in 2011-12) has likely played a role in the longer
timelines to completion as fewer tenure track faculty members are available to serve students
in the doctoral program.
The tables below present information about the average time to completion of master’s
degrees and average class sizes for EDL, EDR, and EDF classes.
Graduate Average Time Degree
Masters
Doctoral
Class Type
Flagstaff Average
Flagstaff 500 level
Flagstaff 600 level
Community Campuses
Average
Community Campuses 500
level
Community Campuses 600
level
Yuma Average
Yuma 500 level
Yuma 600 level
FY 04
2.42
6.66
FY 05
2.49
6.39
FY 06
2.54
8.17
FY 07
2.54
5.68
FY 08
2.71
7.08
FY 09
2.52
6.04
FY 10
2.72
6.08
FY 11
2.67
5.5
FY 04
15
13
16
16
FY 05
11
12
11
14
FY 06
17
17
17
12
FY 07
17
20
16
13
FY 08
14
22
13
14
FY 09
18
18
19
12
FY 10
21
18
28
13
FY 11
12
12
xx
13
14
8
9
11
8
7
10
7
16
15
13
13
14
13
13
13
20
24
21
19
13
9
9
9
20
24
21
19
13
9
9
9
The average graduate level class size for Department of Educational Leadership courses over
the past six years has been variable on the Flagstaff campus. At the community campuses and
in Yuma a decrease in the overall class sizes has occurred during this review period. The
decrease is likely due to an overall downward trend noted in graduate programs throughout
the College of Education as well as nationally for education-related degrees, reductions in
faculty positions at the Yuma branch campus due to retirements, and systematic reorganization
efforts in the Extended Campus delivery system. The average size of the EDL graduate classes is
similar to or somewhat higher than the NAU historic average of 13 students per class during
this review period (PAIR data, Class Size Trend 2003-2012).
Findings and Recommendations by Targeted Program
M.Ed. in EDL – School Leadership K-12 Emphasis : The M.Ed. in Educational Leadership is
currently a 36-hour program, with one specialization area is School Leadership. Although
designed and intended primarily for professionals working in educational settings, this degree
may also be appropriate for individuals looking to assume leadership positions in other
professions. Many candidates in the program do not intend to pursue state administrator
certification. Examples may include, but are not limited to, teachers serving as a department
chair of an academic unit, those leading curriculum initiatives, or individuals working with
school and community programs. The School Leadership program is undergoing significant
revisions under an NAU President’s Innovation Grant. EDL faculty members have been working
for almost two years to redesign this program to reduce the overall number of credit hours
from 36 hours to a 30 hour program to make the program more attractive to potential
candidates. The redesign involves changing the focus of the degree and the target audience to
include individuals who do not plan to become principals at this point in their career. The
redesigned degree will enable individuals who are moving into leadership positions within
schools to gain valuable leadership skills. This degree program will replace the existing M.Ed. in
EDL – School Leadership K-12 Emphasis and will be referred to as Masters Degree in
Educational Leadership: Instructional Leadership K-12 Emphasis.
Since the last review of Fall 2002, program standards established by the Educational Leadership
Constituent Council (ELCC) have periodically been revised and in turn the EDL department has
work diligently to insure that the learning outcomes, as stated in the departments standard
syllabi, have reflected those ELCC standards in the core courses. Revisions to standard syllabi
align with the current ELCC standards and are posted on the department’s web page. It is
recommended that a college wide “web master” position be established permanently in order
to help facilitate ongoing changes to all CoE department web pages.
Although EDL administration annually reviews the “course evaluations” of each part-time
instructor and approves or denies continued employment of all PT instructors, it is
recommended that a more formal procedure be established which could also confirm that the
instructor is using the standard syllabus for the course they are teaching. The department is
also interested in implementing a means of measuring the effectiveness of part-time instructors
in assisting students reach mastery levels of course learning outcomes through a reliable
assessment process.
M.Ed. in EDL - Educational Foundations: The Department of Educational Leadership offers a
Master’s degree (M.Ed.) with an emphasis in Educational Foundations. The M.Ed. emphasis in
Educational Foundations focuses on students who want to teach education courses to
undergraduates at the college level, or for students who need a foundational background to
become a K-12 educational consultant, administer a charter school, etc., or for those who are
interested in pursuing a doctorate degree and then teaching at a higher education institution or
community college in the Foundations area.
Historically, and still currently, the EDF program has struggled to balance the competing needs
placed upon the program stemming from the multiple constituencies we serve. The EDF faculty
has an undergraduate service course mission, as well as Masters-level responsibilities, and a
mission to serve the doctoral programs within the College of Education. Given limited faculty
and financial resources, we have never been able to meet all of these needs with full-time
and/or tenure-track faculty alone. The EDF faculty have relied on part-time and non-tenure-
track instructors to help meet the needs in all three areas, although we have prioritized our
time so that our doctoral courses are almost always offered by full-time tenure-track faculty
within the Foundations program. EDF currently operates with 5 full-time, tenure-track faculty
assigned to Educational Foundations. However, 4 of those 5 faculty members also have
teaching responsibilities in the areas of Educational Leadership and Educational Research.
M.Ed. in EDL – Community College/Higher Education: Since the last program review in 2002, the
department’s CCHE program has grown significantly. The M.Ed. in Educational Leadership with
a CCHE emphasis is still offered and growing in student enrollment and graduates. All
community college courses have been developed for online delivery, with face-to-face course
still offered at NAU sites around the state. The two full-time faculty members mentor and work
with part-time instructors who teach courses in the program. Due to the retirement of one
faculty member and the sabbatical leave of another, from 2010 to fall 2012 there was only one
available faculty member to assist CCHE students and manage the needs of the CCHE program
interests. The degree is currently offered totally online with student advising primarily
accessible through NAU’s Extended Campuses. Since there are currently only two full-time
faculty members whose expertise lies in CCHE, the CCHE program relies on faculty across the
EDL department and part-time instructors across the state to offer much of the coursework for
this degree.
Faculty has worked with student feedback and external academic partners to explore revisions
within the program of study without sacrificing the quality and focus of the degree. As a result,
the CCHE faculty are presently developing a 30-hour Master of Education (M.Ed.) in Community
College/Higher Education (CCHE) a non-licensure option that seeks to develop graduates with
21st century domestic and global skills to work in a rapidly changing education market where
public and private institutions, government agencies, and business partnerships are the new
norm. This new norm requires cutting-edge higher education leadership, scholarship, and
knowledge delivery where students have the digital/social media readiness, solution-focused
skills, entrepreneurial ideas, and diversity/global competencies for adaptable professional
advancement. CCHE-Emphasis graduates will be prepared for educational leadership
opportunities in non-profit and for-profit institutions, online and virtual campuses, sponsored
campuses and programs, and private institutions and organizations.
Ed.D. in EDL – Community College/Higher Education: Starting in 2004, the Doctor of Education
Degree in Educational Leadership with the designation of CC/HE emphasis (i.e., a core of
specific courses not focusing on K-12) was offered with enrollments and graduates steadily
increasing.
Beginning with the entering doctoral cohort in August 2010, the Educational Leadership
Department decided to redefine the CC/HE doctoral program with a potential capacity of 15-25
students in a dedicated CC/HE Cohort. Because the doctoral program is statewide, a desire to
serve all students from public and private higher education institutions and organizations was
an overriding objective supporting this change. In addition, issues of faculty utilization and
availability to teach classes were considered and became a major issue supporting this decision.
Due to significant faculty and resource cuts, the EDL faculty decided in November 2011 to
suspend any new admissions for CC/HE doctoral students. One of the two full-time, tenured
faculty retired in May 2011, and that position was not filled with a full-time person until AY
2012-13 (i.e., Assistant Clinical Professor). Department faculty also had concerns about the
ability to serve on dissertation committees, provide quality advising, and offer core doctoral
courses given the presence of limited full-time, tenured faculty members in the CC/HE area.
Faculty and Staff Members
Department Faculty and Staff
At the time of the last program review in 2002, the Department of Educational Leadership had
20.5 FTE full-time, tenure-track faculty members. The department also had 2.0 FTE non-tenure
track faculty positions for a total of 22.5 FTE of instructional faculty for the department’s
degree programs. Since the last program review, the number of full-time faculty members has
decreased significantly, especially in tenure-track faculty members. The profile of non-tenure
track faculty for the department has fluctuated over the same period of time, reaching a peak
of 4.0 FTE during the 2004-06 academic years before returning to the same level as in 2003-04
(2.0 FTE). The variation in the number of non-tenure track faculty members is due to
reallocation of positions to tenure track positions, retirements, and reductions in force during
the 2008 and 2009 years. For FY 12, the Department of Educational Leadership has 14.6 FTE
faculty members including a total of 12.6 full-time tenure track and 2.0 FTE of non-tenure track
faculty members (this includes one full-time faculty position under recruitment). It should be
noted, however, that one of the full-time faculty FTE positions is currently on assignment to the
university. Currently, 50% of the EDL faculty are Full Professors, 43% are Associate Professors,
7% are Assistant Professors. Thirteen percent (13%) of the faculty members of the department
are non-tenure track. The department is concerned with the current trend of fewer new
tenure-track faculty members who can advance the critical teaching, scholarship, and service
roles with the department and college in the future and an overreliance on part-time faculty
members providing instruction in EDL courses across the state. Staff positions for the
department have increased slightly during the review period with the hiring of a 0.5 FTE
administrative assistant located in an Extended Campuses location in Mesa, Arizona.
Tenure-Track
FTE Faculty
Clinical FTE
Faculty
Total FTE
Faculty
Staff FTE
FY 04
18
FY 05
15.9
FY 06
14.5
FY 07
16.0
FY 08
18.0
FY 09
16.2
FY 10
15
FY 11
13.6
FY 12
12.6
4.0
3.0
5.0
3.0
3.0
3.0
3.0
2.0
2.0
22
18.9
19.5
19.0
21.0
19.2
18.0
15.6
14.6
1
1
1
0
2
1
1
1
2
Full-time Faculty by Gender and Ethnicity
Gender
Female
Male
TOTAL
Ethnicity
(duplicated)
American
Indian
Black/African
American
Hispanic/Lati
no
Unspecified
White
FY 04
10
12
22
FY 05
8.9
10
18.9
FY 06
7.9
11.6
19.5
FY 07
8
11
19.0
FY 08
8
13
21
FY 09
9
10.2
19.2
FY 10
8
10
18
FY 11
9.5
7
16.5
FY 12
6.6
8
14.6
Fall 03
Fall 04
Fall 05
Fall 06
Fall 07
Fall08
Fall 09
Fall 10
Fall 11
1
1
2
1
1
2
4
2
1
1
1
1
1
15.9
1
13.5
2
14
3
15
2
15.2
2
14
2
12.6
3
1
2
0
17
2
11.6
The overall composition of the gender and ethnicity of the EDL department has remained stable
during the review period. Gender representation on faculty has remained relatively stable
during this review period. In the fall 2003 term, 45% of the faculty were female; 55% are male.
In the current year, this ratio remains unchanged. One faculty member is identified as
American Indian/Alaska Native and two faculty members are designated as non-specified.
During the last seven years, the number of faculty identifying themselves as White-Non
Hispanic has decreased in relative numbers. In 2004, 17 faculty members were identified as
White-Non Hispanic. Today that number is 11.6. However, the relative proportion has
remained unchanged (77% in 2003; 79% in 2011). The relative constancy of the percentage of
the department faculty diversity despite retirements and a shift in how faculty members are
designating their ethnicity (an increase in the designation of unspecified) may be due to new
hiring practices. A continued focus on recruiting faculty members from diverse backgrounds is
an area of need for the department.
Full-time Tenure/Tenure Track Faculty
At the beginning of FY 2004, EDL department had 24 faculty members including the department
chair. While retirements, reductions in force, and resignations have changed the mix of
individual faculty members across the curriculum areas of the department, the FTE of tenuretrack faculty has decreased to 18 faculty members. The relative proportion of faculty members
across curriculum areas has varied slightly during this time. The proportion of faculty members
in the foundations area has increased slightly while educational leadership has decreased in
proportion. The table below portrays the relative distribution of tenure-track faculty members
in FY 2004 compared to FY 12 by curriculum area.
FY 04
FY 12
Curriculum Area
TenureTrack FTE
Percentage
of Overall
TT FTE
Curriculum Area
Tenure
Track FTE
Percentage
of Overall
TT FTE
Leadership
Foundations
Research
Community College
12
6
1
2
59%
27%
5%
9%
Leadership
Foundations
Research
Community College
6
5
2
1
43%
36%
14%
7%
The following table describes the Department of Educational Leadership full-time
Tenured/Tenure Track faculty from the last program review until the present:
Faculty Name
Rank
Area
Location
Current Position
Appoint
Date
End
Date
Minnie Andrews
Associate
Professor
Emeritus
Associate
Professor
Professor
Educational
Leadership
Flagstaff
Faculty
1993
2008
Educational
Foundations
Community College /
Higher Education
Educational Research
Tucson
Faculty
2006
N/A
Phoenix
Faculty
1997
2008
Flagstaff
Faculty
1987
N/A
Educational
Leadership
Educational
Leadership
Community College /
Higher Education
Educational
Leadership
Educational
Leadership
Educational
Leadership
Community College /
Higher Education
Phoenix
Faculty
1989
N/A
Phoenix
Retired
1982
2009
Flagstaff
Retired
2006
2011
Phoenix
1998
2010
Flagstaff
Reassigned to
EPS in 2010-11
Retired
1986
2005
Flagstaff
Resigned
2008
2008
Phoenix
Faculty
1989
N/A
Angelina Castagno
Jose Colchado
Mary
Dereschiwsky
Gary Emanuel
Professor
Gibson (Odgers),
Patty
Melvin Hall (.49)
Associate
Professor
Associate
Professor
Assistant
Professor
Professor
Margaret Hatcher
Professor
Jess House
Professor
Gay Luna
Professor
Robert Fallows
Joe Martin
Associate
Professor
Educational
Leadership
Flagstaff
Gary Martin
Professor
Ishmael Munene
Associate
Professor
Professor
Endowed
Chair
Professor
Educational
Leadership
Educational Research
Rosemary Papa
Frances Riemer
Elaine Riley
Michael
Schwanenberger
Associate
Professor
Associate
Professor
Assistant
Professor
Guy Senese
Professor
Linda Shadiow
Professor
Carolyn White
Professor
Ric Wiggall
Associate
Professor
Assistant
Professor
Associate
Professor
Professor
Nancy Schilling
Glen Wilson
Gerald Wood
Bill Wright
1997
N/A
Yuma
Reassigned to
President’s
Office in 2009
Retired
1994
2010
Flagstaff
Faculty
2003
N/A
Educational
Leadership
Flagstaff
Faculty
2008
N/A
Educational
Foundations
Educational
Foundations
Educational
Leadership
Educational
Leadership
Flagstaff
Faculty
1997
N/A
Flagstaff
Resigned
2000
2007
Phoenix
1994
2010
2008
N/A
Educational
Foundations
Educational
Foundations
Flagstaff
Resigned/Retir
ed
Faculty,
Department
Chair
Faculty
1997
N/A
1985
N/A
Educational
Foundations
Educational
Leadership
Educational Research
Flagstaff
On assignment
to Faculty
Development
Resigned
1998
2006
Phoenix
Faculty
2003
N/A
Flagstaff
Resigned
2007
2010
Educational
Foundations
Educational
Leadership
Flagstaff
Faculty
2006
N/A
Phoenix
Faculty
1991
N/A
Tucson
Flagstaff
During this current review cycle, the number of tenured or tenure-track faculty members in the
Department of Educational Leadership has decreased from 21 faculty members in 2003-04 to
14 faculty members as of fall 2012.
In 2005, the department lost one tenure track faculty member this position was replaced by
adding a non-tenure track position. Dr. Frank Gallas, an Assistant Professor assigned to teach a
variety of courses in educational leadership, tendered his resignation to relocate outside the
state. Two non-tenure track lines were added to the department.
In 2006, Dr. Margaret Hatcher retired. During her time with the College, Dr. Hatcher served in
many roles including a term as the Associate Dean and as the coordinator of the NAU
participation in the annual Worldwide Lessons on Leadership forums. Dr. Hatcher’s position
was not filled. Her teaching responsibilities were distributed to other faculty members in the
department. Other than Dr. Hatcher’s retirement, the department faculty staffing remained
the same during this year.
In FY 2007, there was a large shift in the department staffing pattern. Two tenure-track faculty
members retired. Dickson Mungazi, a long time faculty member in educational foundations
retired. Dr. Mungazi was a prolific scholar on international education, and had a primary
teaching responsibility for the educational foundations courses related to international and
comparative education. Dr. Carolyn White also resigned her position to relocate to a different
institution of higher education. Dr. White had been serving as the department chair for
another department in the college. Concurrently, the department added four new tenure-track
positions, one of which was achieved by converting a non-tenure track position to a tenuretrack line. Drs. Angela Castagno and Gerald Wood were hired as Assistant Professors in the
educational foundations areas. Dr. Elaine Riley was assigned to the department from the
Department of Teaching and Learning to teach courses in educational foundations and
educational leadership. Dr. Patty Odgers was hired as an Assistant Professor in community
college/higher education to augment the master’s and doctoral programs in that curriculum
area.
In FY 2008, the department staffing remained fairly stable, losing one faculty member while
adding another. Dr. Bill Wright resigned his position as department chair, returning to a faculty
role in educational leadership within the department. Dr. Jess House was hired as the
department chair and Professor of educational leadership after a national search. Dr. Elaine
Riley resigned her position to relocate to another institution of higher education in a different
state. Dr. Minnie Andrews, a Full Professor in educational leadership retired. Two new tenuretrack positions were added to the department. Dr. Rosemary Papa was hired as an endowed
chair in educational leadership. Dr. Glen Wilson was hired as an Assistant Professor in the
curriculum area of educational research, with a primary teaching assignment of EDR 610
Introduction to Research.
In 2008, Dr. Jess House resigned as department chair, leaving the College to assume a similar
position at an institution in the Midwest. Dr. Minnie Andrews returned to assume the role of
department chair. During this same year Dr. Michael Schwanenberger was hired as a tenuretrack Assistant Professor and Dr. Karyn Blair was hired as a Clinical Assistant Professor.
In 2010, the department tenure-track faculty staffing pattern remained relatively stable. Dr.
Minnie Andrews continued to serve as an interim department chair. Dr. Joe Martin, an
Associate Professor in educational leadership, was reassigned to the Office of the President to
lead initiatives to serve Native American students. His teaching responsibilities were
redistributed to other faculty members in the department.
In 2011 and 2012, the department experienced another large shift with several retirements
and/or resignations in tenure-track positions. Dr. Nancy Schilling, a long time faculty member
in educational leadership, retired. Her position has not been filled. Dr. Minnie Andrews
retired, leaving the interim department chair position. Dr. Michael Schwanenberger, an
Assistant Professor in educational leadership, replaced Dr. Andrews as the department chair.
His teaching responsibilities were redistributed to other faculty members in the educational
leadership area. Drs. Gary Martin (educational leadership, Yuma campus) and Patty Odgers
(community college/higher education) both retired. Dr. Melvin Hall, a Professor with a split
appointment, was reassigned to a full-time appointment in the Department of Educational
Psychology. Dr. Hall’s teaching responsibilities were reassigned to other faculty members in the
department. Lastly, Dr. Glenn Wilson resigned his tenure track faculty position to pursue other
career options. At the time of this program review, several of the faculty lines created by
departures remain unfilled.
Non-Tenure Track Full-Time Faculty
At the beginning of FY 2004, EDL department had 2.0 non-tenure-track faculty members, both
of whom were assigned to teach in the educational foundations curriculum area. Similar to the
pattern observed with tenure-track faculty allocations, retirements, reductions in force, and
resignations have changed the mix of individual non-tenure track faculty members across the
curriculum areas of the department, but the overall FTE of non-tenure track faculty has
remained the same during the review period. The relative allocation of non-tenure track has
shifted in emphasis from educational foundations and educational research to allocations solely
in educational leadership.
The table below portrays the relative distribution of non-tenure track faculty members in FY
2004 compared to FY 12 by curriculum area.
FY 04
Curriculum Area
Educational
Leadership
Educational
Foundations
Educational
Research
Community
College/Higher
Education
TenureTrack FTE
FY 12
Percentage
of Overall
TT FTE
1
50%
1
50%
Curriculum Area
Tenure
Track FTE
Percentage
of Overall
TT FTE
Educational
Leadership
Educational
Foundations
Educational
Research
Community
College/Higher
Education
2
100%
The following table describes the Department of Educational Leadership full-time Non-Tenure
Track faculty from the last program review until the present:
Faculty Name
Rank
Area
Location
Rhonda
Beaman
Karyn Blair
Clinical Associate
Professor
Clinical Assistant
Professor
Clinical Associate
Professor
Clinical Professor
Educational
Foundations
Educational
Leadership
Educational
Leadership
Educational
Leadership
Educational
Leadership
Educational
Foundations
Educational
Research
Educational
Foundations
Mary Culver
Walter Delecki
Nagnon
Diarrasouba
Carol Lorek
Lecturer
Ishmael
Munene
Dorothy
Vasquez-Levy
Clinical Assistant
Professor
Lecturer
Instructor
Appointment
Date
1985
End Date
Flagstaff
Current
Position
Retired
Tucson
Faculty
2008
N/A
Tucson
Faculty
2005
N/A
Phoenix
Faculty
1991
N/A
Flagstaff
Reduction in
force
Retired
2005
2005
2004
2010
Converted to
Tenure Track
Reduction in
Force
2003
2006
2009
2009
Flagstaff
Flagstaff
Flagstaff
2004
In 2004, Rhonda Beamon, a Clinical Associate Professor, retired. Mrs. Beaman was primarily
responsible for teaching the large enrollment EDF 200 Introduction to Education courses. Her
position was reassigned to Dr. Carol Lorek from 2004-2010. This course is currently taught by
Mr. Jim Manley, on loan from the Department of Teaching and Learning.
During 2005-2008 academic years, considerable shifting occurred in the non-tenure track
positions in EDL. In 2005, Dr. Ishmael Munene applied for and was hired into a tenure-track
position in Educational Research. His non-tenure track line was not replaced. Dr. Nagnon
Diarrasouba was hired for a one year contract in 2005 to teach in the educational leadership
program. This position was not renewed the following academic year. Dr. Karyn Blair was hired
as a non-tenure track faculty member to teach in the educational leadership program. Dr. Mary
Culver was similarly hired as a non-tenure track faculty member in educational leadership in
2008.
In 2008, Ms. Dorothy Vasques-Levy, was hired as an instructor in the educational foundations
area. She continued in this role until the end of the year. The non-tenure track line was
eliminated in the budget reductions in 2009-2010. Similarly, Mrs. Carol Lorek’s non-tenure
track position was vacated in 2010 with her retirement. This line was not refilled. Mr. Jim
Manley was reassigned from the Department of Teaching and Learning to assume the teaching
responsibilities of Mrs. Lorek.
Other Part-Time Faculty
Part-time instructors in the Department of Educational Leadership contribute to instruction of
students both on Flagstaff Mountain campus and at various Extended Campus sites. Many of
the courses in all curriculum areas are taught by part-time faculty. The number of part-time
faculty has slowly decreased substantially between fall 2003 and fall 2012, primarily in response
to fewer in-person courses offered in fewer statewide locations, lower graduate enrollment
statewide, a rapid increase in the number of online courses taught primarily by Flagstaff fulltime faculty members, NAU Yuma’s transition to an independent campus, etc.
Enterprise
Reporting data
Number of
Part-time
faculty
Total Number
of EDL Dept.
classes
Fall 03
Fall 12 % taught by
part-time
162
99
62%
263
147
67%
Findings and Recommendations for Faculty and Instructional Resources
In the fall of 2012, the full-time faculty resources were insufficient to address both the needs of
doctorial candidates and master’s students. As a result there has been a decrease in full-time
faculty teaching 600 level courses and an increase in the number of part-time faculty teaching
the master’s level courses. The majority of master’s level classes during the fall 2012 semester
were taught by approximately 99 qualified and department approved part-time faculty. The
number of courses taught by part-time temporary faculty members is of great concern to the
department.
The EDL department has committed to revising all required core classes offered in all programs.
EDL core classes will be applying the newest ELCC standards during spring 2013 and CCHE
faculty will be revising core classes in preparation for a new 30 hour degree program they will
be applying to the UGC for approval of in fall 2013.
It is recommended that a more formal procedure be established which could also confirm that
the instructor is using the standard syllabus for the course they are teaching. The department
is also interested in implementing a means of measuring the effectiveness of part-time
instructors in assisting students reach mastery levels of course learning outcomes through a
reliable assessment process.
The EDL Department’s preparation of program reports to our accrediting agency requires, at
this time, the use of TaskStream as the data repository. For many faculty, both full-time and
part-time, this process has been viewed as redundant, and at times, a technically challenging
endeavor. Although these EDL programs under review are not included in this report, many of
the courses in our accredited programs (M.Ed. in EDL : Principal K-12 Emphasis and Graduate
Certificate in Administration:Principal), have many of the same courses as our Master’s degree
in Educational Leadership: School Leadership K-12 Emphasis included in this report.
Intentionally, the department makes no distinction as to the degree program a student is
pursuing (i.e. the syllabus for EDL 600 is the same regardless of candidate’s degree program).
Thus, it is recommended that a more efficient means of collecting data electronically be
explored.
The expansion of online or hybrid classes should lead us to offering programs to students
without geographic border limitations. The EDL Department would like to explore the
possibility of offering programs to a larger market outside the state lines of Arizona.
Educational Leadership Department Budget
The operations budget allocated to the Department of Educational Leadership enables the
program to sufficiently achieve its goals and objectives. The budget is supplemented by overattainment money earned during the summer. These funds are primarily used for faculty
professional development. The budget has increased slightly over the past eight years. The
increases have primarily supported faculty wage increases. New hires in the department
occurred primarily in the 2006-2008 academic years when several tenure-track faculty were
hired. In many cases, however, these hires were replacements for retirements, resignations or
changes in duty/assignment. The last tenure-track position was hired in 2009 with the
employment of Dr. Schwanenberger who is now the chair of EDL. Department operations
across the college were reduced in the 2010 academic year as part of the budget reduction
efforts of the college and university. The current operations budget is slightly more than 50%
of the pre-reduction operations budgets. The department has worked diligently to assure that
an adequate local budget is available to augment the state budget. Local budgets are
supported through summer and winter over-attainment funds, revenue from indirect charges
to grants and contracts, and any conference or course fees collected by the department. At
present, the department maintains an adequate local budget. These funds are used to support
department operations and respond to the needs of the department during the year, including
hiring additional staff or non-tenure track faculty members if these needs cannot be supported
through general CoE budgets.
Total
State
Total
Wages
Total
NonPersonnel
Total
Budget/
Total TT
FTE
Total
Budget/
Total
Faculty
FY 04
FY 05
FY 06
FY 07
$1,368,668
$1,335,840
$1,308,752
$1,460,168
$1,340,656
$1,309,403
$1,282,131
$28,012
$26,437
$1,556
$1,273
Local Actuals
Balance Forward
Revenue
Net Transfers
Expense / Enc
Ending Balance
FY 09
FY 10
FY 11
$1,584,770
$1,543,733
$1,520,936
$1,409,879
$1,433,254
$1,556,196
$1,514,634
$1,505,114
$1,394,057
$26,621
$26,914
$28,574
$29,099
$15,822
$15,822
$1,555
$1,664
$1,583
$1,504
$1,796
$1,055
$1,163
$1,322
$1,331
$1,282
$1,242
$1,516
$879
$1,014
FY 08
$68,488
$14,777
$47,172
$58,215
$72,221
FY 09
$72,221
$17,174
$20,365
$82,853
$26,906
FY 08
FY 10
$26,906
$15,116
$35,120
$28,555
$48,587
FY 11
$48,587
$19,825
$46,385
$47,531
$67,267
Graduate Assistants
The NAU Graduate College allocates funding for graduate assistantships. All graduate assistants
working 20 hours per week (i.e., full-time for a graduate assistant) receive a tuition waiver and
health care coverage. The tuition waiver was raised to 50% in 2007, increased again to 75% in
2008, and finally increased to cover the full tuition expense in 2010-11 academic year. Masters
degree graduate assistants receive an annual stipend of $9,174, and doctoral graduate
assistants receive $10,222. Departmental graduate assistants support the field based Praxis
partnership program, serve as teaching assistants for selected courses, assist with various
program administrative tasks, and participate in faculty guided research projects.
The Department of Educational Leadership has traditionally not had a direct allotment for
graduate assistant positions as have other departments on campus. In large part, this is an
artifact of the statewide nature of the program candidates, many of whom are employed full
time in K-12 or other educational settings and unavailable for graduate assistant support.
Those graduate assistants positions that have been available in the department have been
funded from external sources. For example, the graduate assistant for the department during
the 2007-11 academic years was funded from an at-risk retention grant secured by the
department. Additionally, several additional in-state and out-of-state tuition waivers have
been provided through the Graduate College. Generally, one out-of state waiver is provided,
and six in-state waivers.
Graduate Assistant FTE
FTE
Fall 03
Fall 04
Fall 05
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
F all 11
0
0
0
1
1
1
1
1
1
The graduate assistant in the table above was provided through a grant program which has
withdrawn support of a graduate assistant.
Physical Facilities: In Flagstaff, full-time faculty are allocated individual, furnished office space
in COE. Students with graduate assistantships share office space and are provided with
computer access. Private conference space is available through reservation. Part-time faculty
are provided with shared office space upon request, support from the faculty service center,
and access to university support resources (e.g., Cline Library, e-learning). In addition, the
college operates a Curriculum and Test Lab. The curriculum lab is staffed by one part-time staff
member and student workers and includes a variety of instructional resources, curriculum
guides and audio visual resources. The test lab, operated by the Department of Educational
Psychology, is staffed by graduate assistants. The test lab includes relevant educational testing
manuals and test protocols. Students are able to check out testing manuals and obtain copies
of test protocols for class projects and field-based assignments.
Extended Campuses full-time faculty members are also provided with individual, furnished
office space at locations in Phoenix, Tucson, and Yuma. The Phoenix Norht Valley location also
has a Test Lab with similar resources to those provided to students in the Flagstaff campus.
Part-time instructors teaching courses in Flagstaff or in the Extended Campuses are provided
with basic clerical support and shared office space as needed. Most part-time faculty teach
only one or two courses per semester and tend to offer office hours immediately before or
after classes.
While some classes at Extended Campuses sites are taught at NAU buildings (e.g., two buildings
in Tucson, I-17 and Greenway in Phoenix), many classes are scheduled in local high schools,
elementary schools, community colleges, or other classroom spaces in the community. The
available equipment and resources in these classrooms varies greatly. Courses taught online are
supported 24 hours per day, 7 days per week by the NAU e-learning office. Faculty and
students can call for technical support.
The NAU Cline Library supports all Department of Educational Specialties programs. The
Appendices file describes the library’s support to the programs in this review.
Findings and Recommendations for Budget and University Resources
The department has worked diligently to assure that an adequate local budget is available to
augment the state budget. At this time, the department maintains an adequate local budget
which is provided through summer and winter over-attainment funds, revenue from indirect
charges to grants and contracts, and any conference or course fees collected by the
department. However, it is clear that, as Flagstaff Mountain Campus enrollment during the
summer declines, so will the department’s over-attainment funding decline to support
professional development opportunities. This enrollment decline is, in part, due to the
expansion of online instructional delivery and hybrid face-to-face classes meeting at Extended
Campus sites other than Flagstaff.
The EDL Department is hopeful that it will be permitted, in the near future, to replace the line
positions vacated by resignation, retirements, or re-assignments within the university with both
tenure-track and clinical new hires.