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The School of Education
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The School of Education The
School of Education at Indiana University Bloomington is the third
largest in the United States. We have 2000 undergraduate teacher
education students, 550 Master's students and 650 doctoral students.
Nearly 30 percent of our doctoral students are international students.
We offer doctoral degrees in 17 program area ranging from Curriculum
Studies to Educational Policy, from Instructional Systems Design to
Counseling Psychology. We believe our School of Education offers a
vibrant and diverse intellectual community and it is our goal, through
our participation in the Carnegie Initiative on the Doctorate project,
to enhance and improve this intellectual community.
School of Education Homepage
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Our Projects Innovations: Improving Research Preparation:
From the inception of the CID project, our leadership team has
identified improving the research preparation of our doctoral students
has a central and important goal. We have developed an overall model
with course recomendations for consideration by our 17 program areas.
This model stems from a year-long quantitative evaluation of research
preparation for Ph.D. students. To date seven program areas and two
departments have made policy changes based on the model. For more
information on the process involved in bringing about reform in this
area, please see the process timeline snapshot. Annual Review of Students:
This innovation has come out of our research on the qualifying exam
process as well as our mentoring project. This in-progress innovation
will create an explicated system of accountability both to the students
and to the other faculty members. It strengthens the faculty
advisor/mentor relationship by adding a formal element to it. We feel
student learning and progress will be strengthened and fewer students
will fall through the cracks. We have developed a model which is being
considered by several program areas and has been adopted in two program
areas and one department. Mentoring Award:
In response to a perceived lack of respect for mentoring, student
leaders conceived of and initiated this annual award process. As one of
the earliest innovations related to the CID project, it has since
become an important part of the School of Education culture.
Future Innovation: Affinity Groups Research Model
This snapshot is a work-in-progress. We are using it to focus our research model idea.
Innovation Snapshot: Annual Review
This snapshot explains our annual review of students innovation.
Innovation Snapshot: Mentoring Award
This snapshot highlights the mentoring award as an innovation stemming from the CID project.
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What do we want to accomplish with the CID project? We
want to support, challenge and improve the intellectual community in
the School of Education. We believe we need a new model for
conceptualizing research preparation for doctoral students, a deeper
committment to improving mentoring practices particularly for
international students and a better understanding of the purpose
doctoral education holds for our students, our alumni and our faculty.
These convictions have shaped the projects we have undertaken and led
us to focus on collecting data, creating models, inciting discussion
and promoting reform. Below are a few of our original documents,
created as we first joined the CID project.
Letter of Intent
This is our original application to join the CID project. We submitted it in Fall of 2001.
Commonalities Powerpoint
Key Elements Powerpoint
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Our Projects Data Collection Projects: Assessment of International Student Needs: This
is an ongoing project which we hope will lead to concrete policy
recommendations in the future. In the summer of 2004 we formed a
partnership with CID institutions Ohio State University and Arizona
State University to create an online survey of international students
at each of our Schools of Education. We are now nearing the data
collection phase and early analysis is providing us with important data
for future recomendations. For more information on the process involved
in bringing about reform in this area, please see the process timeline
snapshot. Assessment of Qualifying Exam Models:
There are currently several models of qualifying exams being used in
the School of Education. There is a lot of discussion about whether any
of these exams are useful in assessing student learning. Likewise,
there is some concern that certain models may be more challenging in
particular for international students. This project collected data
through interviews and an online survey. The data inform our annual
student review innovation and our research preparation model. Understanding Mentoring in the School of Education:
This project, led by Ph.D. candidate Margaret Clements, examined the
mentoring of doctoral students in the School of Education. The study,
unique in its incorporation of student, faculty and administrator
perspectives, utilized interviews, focus groups and a survey for data
collection. The results of this study have influenced our annual
student review innovation, mentoring award innovation and will be
useful for continued discussion of this topic. Alumni Data Collection Project: When
we began this project we discovered that there is very little
institutional data about our alumni. We find it difficult to make
appropriate reform measures without understanding our audience.
Important questions like: what types of jobs do our graduates take can
only be answered anecdotally. We systematically contacted alumni from
the last 10 years. This data collection process informed our research
preparation model.
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Dr. Luise P. McCarty and Debora Hinderliter Ortloff
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Who are we? The
CID project in the School of Education is under the direction of Dr.
Luise P. McCarty, Associate Professor in Philosophy of Education.
Debora Hinderliter Ortloff serves as the graduate research coordinator.
Ms. Ortloff is also a doctoral candidate in the area of Educational
Policy Studies. The
project has a leadership team comprised of professors from throughout
the School's five departments and graduate students from nearly all
program areas. The leadership team was particularly critical at the
beginning stages of the project, especially in terms of goal setting.
Throughout the 3 year project we have had several sub-committees, which
have directed particular projects. In our process timeline we provide
greater detail about all the sub-committees over the life of the
project. In the two projects boxes you will also find links to the
specific data collection and reform projects associated with CID.
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Process Timeline Please
use the link below to view our process timeline. This document
highlights the decison making throughout the last three years. It also
provides insight into the success and failures of the variety of
projects undertaken.
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