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Strengthening our Ph.D. degree

Strengthening our Ph.D. degree. CID Leadership Team October 29, 2004. Overview. Some facts about our doctoral education Enrollment and Graduation Numbers Time to Degree Two Questions What careers are our Ph.D. graduates pursuing?

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Strengthening our Ph.D. degree

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  1. Strengthening our Ph.D. degree CID Leadership Team October 29, 2004

  2. Overview • Some facts about our doctoral education • Enrollment and Graduation Numbers • Time to Degree • Two Questions • What careers are our Ph.D. graduates pursuing? • What has been the research preparation for our Ph.D. students? • Two Studies • Career Placement of Alumni • Research Preparation • National Trends in Ph.D. reforms • What can we do to strengthen our Ph.D. programs? • Review inquiry requirements • Other measures

  3. Facts: Enrollment Trends

  4. Facts: Time to degree • Average time to degree in sample (N=102) • 5.97 years • Mode in sample • 4 years • Median in sample • 5 years • Minimum 2 years • Maximum 15 years

  5. What careers are our graduates pursuing? • Sample of 184 (of 280) Ph.D. graduates from 1997-2002 • Coded for job title and institutional affiliation • Categorized academic institution based on Carnegie Codes • Categorized other institutions based on sector (Health, Government, Private, Non-Profit, K-12) • Study did not have proportional representation of international students

  6. Career Placement

  7. Career Placement

  8. Career Placement

  9. Career Placement

  10. What has been the research preparation for our Ph.D. students? • Pilot Study: N of 57 • Follow-up Study: N of 102 • Follow-up study confirmed trends of pilotstudy • Details of studies • Sample: Ph.D. graduates 1999-2004 • Proportional representation of departments • Coded: • Inquiry courses taken • Methodology used in dissertation • Related results to post-graduation employment

  11. Statistics gathered • Percentage of students who had no quantitative coursework • percentage of these students who wrote a quantitative dissertations • Percentage of students who had no coursework in qualitative methods • percentage of these students who wrote a qualitative dissertation • Percentage of students who did not take any advanced level inquiry courses

  12. Highlights of Results

  13. Reform at Comparable Institutions Arizona State University (15 credit hours with reforms pending) 3 credit hours in “Foundations of Inquiry” 12 credit hours in inquiry 3 credit hours in quantitative methods 3 credit hours in qualitative methods 6 credits in specialty area Harvard University (24 credit hours) 6 credit hours in application of educational research Team taught over 2 semesters History, philosophy of inquiry, theory of measurement, curriculum theory and policy issues Introductory Methods Labs 1.5 credits in “Answering questions with quantitative data” 1.5 credits in ”Participant observation in context” Intermediate Level 3 credit hours in intermediate statistics 3 credit hours in qualitative methods 6 credit hours in advanced methods courses in one specialization University of Colorado at Boulder (21 credit hours) • 6 credit hours of foundations coursework • 3 credit hour “Big Ideas Seminar” • 3 credit hours in current research trends • 15 credit hours in inquiry • 6 credit hours in quantitative methods • 6 credit hours in qualitative methods • 3 credit hours of advanced methods coursework • 3 credit hours of inquiry in major area

  14. Reform at Comparable Institutions University of Southern California (15 credit hours + pre-requisites from Master’s degree) 9 credit hours in required inquiry courses: Research Design Multiple Regression Qualitative Methods 6 credit hours from the following Measurement Theory Advanced Qualitative Methods Multivariate Analysis Systems of Scientific Inquiry University of Illinois (minimum of 15 credit hours) Requires a research specialization in one of the following areas: Evaluation Interpretive Qualitative Quantitative At least 1 course outside of specialization Each student completes a capstone project in specialization Faculty board oversees each student’s specialization plan Goal of research specialization is expertise.

  15. What can we do to strengthen our Ph.D. degree preparation? • First Step: Review Inquiry Requirements • Consider principles of research preparation-proposed by CID • Review coursework in light of principles • Discuss departmental/program inquiry requirements (e.g. early inquiry) • Provide feedback regarding adoption of principles in program area

  16. Principles of Excellent Research Preparation Foundation of Knowledge Students should demonstrate understanding of foundations of inquiry, measurement theory and be familiar with the major paradigms in educational research. Breadth of Knowledge Students should demonstrate knowledge of both quantitative and qualitative methods. They should be able to understand and evaluate critically studies in the research literature. Depth of Knowledge Students should demonstrate advanced level knowledge and competence in an area of methodology. Application of Knowledge Students should demonstrate their ability to conduct a research project in their discipline prior to the dissertation.

  17. Possible Coursework Application of Knowledge Early Inquiry requirement (Research project with content-area professor) Linkage Course Dissertation Proposal Preparation Depth of Knowledge (6 credit hours) Students should demonstrate advanced level competence in one of the following areas: Evaluation (Y535 & Y635) Historiography (H601 & H637) Measurement (Y527 & Y617) Qualitative (Y750 & other seminars) Statistics (Y603, Y604 or other seminar) Or a combination of the above as long at it includes 1 course at 600 level (not including Y611) Master’s Level Pre-requisite: Overview of research(Y520) Foundation of Knowledge (3 credit hours) All Ph.D. students will take Foundations of Educational Inquiry (H510) Breadth of Knowledge (6 credit hours) Students should demonstrate knowledge of intermediate statistics and qualitative methods. (Y502 and Y611)

  18. Timeline for discussionsProgram area and departmental discussions for the remainder of the semester: • Discussion of principles of CID model for research preparation • Provide feedback and consensus on the principles • Deliberate coursework • Examination of early inquiry and linkage requirements in the program areas • How do these requirements work in your department? • Are they functioning for both faculty and students? • Provide summary of discussions to CID • Summary of all department discussion will be provided, with recommendations, to the departments by the end of the semester.

  19. What can we do to strengthen our Ph.D. degree preparation? • Second Steps (some suggestions) • Review recruitment and orientation measures • Annual review of student progress • Advising and mentoring • Review qualifying examination procedures • Discuss dissertation defense model • Some schools have adopted a two-tiered model

  20. Thank You Discussion and Questions

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