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1 | Page Academic Program Review October 20- 23, 2013 Texas A&M University
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TABLE OF CONTENTS
Welcome from Department Head .................................................................................................................................. 5
Executive Summary ....................................................................................................................................................... 6
Peer Review Team Contact Information ....................................................................................................................... 8
Welcome and Travel Review Schedule ....................................................................................................................... 10
Peer Review Team Charge .......................................................................................................................................... 17
Section 1
Historical Background ……………………………………………………………………………………………….20
Welcome from the Dean…………………………………………………………………………………………...…24
Vision, Mission, and Values…………………………………………………………………………….……………28
Action 2015: Education First Strategic Plan………………………………………………………………………….29
Strategies and Metrics………………………………………………………………………………………………...33
Quality Enhancement Plan: Aggies Commit to Learning for a Lifetime………………………………………….....36
Vision 2020: Creating a Culture of Excellence………………………………………………………………………39
Academic Master Plan………………………………………………………………………………………………..44
Undergraduate Learning Outcomes………………………………………………………………………………..…45
Student Learning Outcomes –Masters……………………………………………………………………………..…46
Student Learning Outcomes - Doctoral………………………………………………………………………………47
College of Education and Human Development Vision, Mission and Values……………………………………....48
College of Education and Human Development Strategic Plan…………………………………………………..…49
Educational Administration and Human Resource Development Vision and Mission………………………..……50
EAHR Primary Commitments……………………………………………………………………………….……….50
EAHR Strategic Plan…………………………………………………………………………………………………52
EAHR Administration………………………………………………………………………………………….…….56
Academic Leadership Team………………………………………………………………………………………….57
Administrative Support ………………………………………………………………………………………………60
Academic Advising Team…………………………………………………………………………………………….61
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Section 2
Governance…………………………………………………………………………………………………………64
Department, College and University Committees………………………………………………………………….65
Centers, and Institutes ……………………………………………………………………………………………...69
Section 3
Productivity Indicators ……………………………………………………………………………………………..77
Goals/Priorities of the Department………………………………………………………………………………….77
Research Engagement……………………………………………………………………………………………….77
Grants and Contract Activities………………………………………………………………………………………78
Faculty and Graduate Students Contribution to Scholarship………………………………………………………..82
Performance Indictors: Research…………………………………………………………………………………….84
Funding Support for Graduate Students……………………………………………………………………………...85
Teaching Engagement………………………………………………………………………………………………..90
External Efficiency of our Programs…………………………………………………………………………………93
Service Engagement………………………………………………………………………………………………….98
Enrollment Management…………………………………………………………………………………………….100
Quality of Students Admitted to Academic Programs………………………………………………………………103
Diversity of Students and Faculty…………………………………………………………………………………...106
Section 4
Academic Programs ………………………………………………………………………………………………...110
Adult Education and Human Resource Development Program………………………………………………….....110
Human Resource Development and Technology Management…………………………………………………….147
Higher Education Administration Program…………………………………………………………………………177
K-12 Public School Administration…………………………………………………………………………………212
Section 5
Faculty
Demographics……………………………………………………………………………………………………….243
Faculty Evaluation…………………………………………………………………………………………………..247
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Student Demographics ……………………………………………………………………………………………252
Departmental Resources ………………………………………………………………………………………….257
Facilities and Technology Used to Support Teaching and Learning …………………………………………….260
Section 6
Faculty Merit Evaluations …………………………………………………………………………………………265
Tenure & Promotion Guidelines……………………………………………………………………………………278
Faculty CV’s ……………………………………………………………………………………………………….286
Faculty and Graduate Students Publications………………………………………………………………………..287
Section 7
Appendices Adult Education and Human Resource Development Program……………………………………….312
Appendices Undergraduate Human Resource Development and Technology Management……………………...333
Internship Organizations for Undergraduate HRD/TCM Program…………………………………………………361
Past and current research studies approved by IRB…………………………………………………………………378
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COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Educational Administration & Human Resource Development
WELCOME
Dear Review Team:
On behalf of the Department of Educational Administration and Human Resource Development,
College of Education and Human Development at Texas A&M University, I would like to
warmly welcome you and to thank you for serving on our Academic Program review team. Your
professional input to the review process is invaluable in helping the College and the Texas A&M
University administration understand the background, impact, and opportunities for further
development of our academic programs. In addition, your input will help shape our department
and college strategic planning efforts for years to come.
To help with the review process, we have prepared a comprehensive Academic Program Review
(APR) self-study report which provides information about our department, faculty, students and
staff as well as assesses the challenges, strengths and opportunities of our department. We made
considerable effort to compile as much information as we felt you might need to adequately
evaluate our academic programs. However, as you review materials, please let me know if you
would like any additional information.
Once again, I would like to thank you for your service on this review team. We are looking
forward to your visit and welcoming you to Aggieland. If you need any assistance in preparation
for your visit, please do not hesitate in letting me know.
Respectfully,
Fredrick M. Nafukho
Fredrick M. Nafukho, PhD
Professor and Head
511 Harrington Tower 4226 TAMU College Station, TX 77843-4226 Tel. 979.845.2716 Fax 979.862.4347 http://eahr.tamu.edu
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EXECUTIVE SUMMARY
This Academic Program Review self-study report is a follow up to the 2006 Academic Program Review
(APR) and the Four-Year Status Report for the Provost covering Academic Years 2005/2006 – 2008/2009
submitted as the final step for the 2005-2006 Doctoral Academic Program Review for the Department of
Educational Administration and Human Resource (EAHR) Development in the College of Education and
Human Development (CEHD). To provide a holistic picture of how EAHR fits in the Texas A&M
University (TAMU) and CEHD strategic plans, EAHR provides a snapshot of the planning process at
TAMU herein.
TAMU Vision and Values – According to TAMU vision and mission statements, available at
(http://www.tamu.edu/statements/mission.html), people are Texas A&M University's most valuable asset.
The university strives to maintain an environment which encourages all employees to achieve their
personal and professional goals and aspirations as we work toward achieving the university's mission. In
this environment, each person's individuality and contributions are respected. Texas A&M University
recognizes that all people have rights at work, including the right to be treated with respect and dignity,
the right to be recognized and rewarded fairly for performance, and the right to a work environment free
from discrimination and harassment. The university is committed to these rights. All people at Texas
A&M University are expected to treat each other in accordance with these rights. Texas A&M University
recognizes the importance of communication, and is committed to an environment which stresses open
sharing of information and ideas, and values input from all people. Texas A&M University will strive for
a work environment in which all people accept responsibility to contribute to the success of the
University, and are empowered to do so. Finally, for this vision to become reality and endure, it must be
continually communicated, supported and upheld.
TAMU Mission - We seek academic, research, and service excellence; teaching excellence; and
leadership and citizenship development for our students and all associated with TAMU. We expect
managerial and service excellence from ourselves. Our values and mission set high targets for the future
of TAMU.
Action 2015 Education First Strategic Plan - Even as it has grown in size, scope, and stature, TAMU
has retained its commitment to tradition, honor and excellence as outlined by General Earl Rudder in
1962. The current strategic plan, Action 2015: Education First, insists on bold choices about the grand
challenges on which TAMU will focus, and thus, on those it will not. The plan insists that TAMU make
difficult decisions about the investment of scarce new resources and that it make even more difficult
choices about whether to use current resources in a manner that is consistent with the stated plan and
goals. Education First means that TAMU cannot make decisions about only teaching or only research;
rather, the plan demands making new, original decisions and investments that will knit together the
traditional elements of Education First and enable the innovations required to take TAMU to new levels
of performance, productivity and impact. Action 2015: Education First has been guided by Vision
2020: Creating a Culture of Excellence and its 12 imperatives which include: (a) elevate faculty and their
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teaching, research and scholarship, (b) strengthen graduate programs, (c) enhance the undergraduate
academic experience, (d) build the letters, arts, and science core, (e) build on the tradition of professional
education, (f) diversify and globalize the TAMU community, (g) increase access to knowledge resources,
(h) enrich the campus, (i) build community and metropolitan connections, (j) demand enlightened
governance and leadership, (k) attain resource parity with the best public universities, and (l) meet the
commitment to Texas. (http://provost.tamu.edu/initiatives/strategic-planning-2010/strategic-planning-documents/action-2015-education-first/Action2015-LOWRES_read_out_loud.pdf).
Aggies Commit to Learning for a Lifetime - TAMU faculty know that it takes a lifetime to learn. We
want our students to understand that a TAMU education means they commit not only to the four years
that it takes to earn a baccalaureate degree, but also that they learn for a lifetime and prepare to assume
roles in responsible leadership and service to society.
Vision for CEHD - The Vision for CEHD is We Transform Lives through leadership and innovation in
education and human development. The Mission of the CEHD is to enhance equity in educational
achievement and health outcomes, to foster innovation and development, and to influence policy and
practice. The CEHD’s strategic priorities and goals are to: (a) enhance equity in educational achievement
and health outcomes through generation of new knowledge and support improved practice (translational
research) to enhance equity in educational achievement and health outcomes, (b) recruit and graduate
students who reflect the demographic character of the state and are committed to enhancing equity in
educational achievement and health outcomes, (c) provide all undergraduate and graduate students an
opportunity to engage with diverse populations in the United States and in international settings, (d) foster
innovation and development, (e) prepare leaders for innovation in educational, government, for-profit and
non-profit organizations, (f) prepare research scholars for the professoriate (stewards of the profession),
(g) support outstanding P-20 STEM education through implementation of undergraduate and graduate
quality teacher preparation and STEM programs that reflect best practice and research-based instruction,
(h) expand extramural grants and contracts activities, and (i) influence policy and practice through
effective and expanded use of web-based and print media to disseminate the impact of CEHD’s
scholarship, teaching, and engagement activities.
Vision for EAHRD - The vision of the EAHR aligns with the CEHD’s vision of We Transform Lives
through adult education, higher education administration, human resource development, public school
administration and technology management programs. The mission of EAHR it to prepare students to be
leaders in school settings as well as non-school settings through teaching, research and service. To
achieve the mission, the faculty and staff in EAHR are guided by the following priority goals as outlined
in our 2010-2015 strategic plan: (a) increase external funding to support our research and students
(Grants, contracts, others), (b) engage in effective enrollment management (undergraduate and graduate)
with a focus on the recruitment and retention of students from diverse backgrounds; (c) increase use of
technology mediated instruction in the design and successful delivery of our degree programs, (d)
increase interdisciplinary partnerships across disciplines and among corporate, state, federal entities and
international partners; and (e) prepare graduate students for the professoriate. To help with the review
process, we have prepared a comprehensive APR self-study report which provides information to APR
Reviewers about our EAHR programs, faculty, students and staff as well as assesses the strengths,
weaknesses, challenges, and opportunities of EAHR. The undergraduate human resource development
and technology management program is being evaluated for the first time since its inception.
Achievements of EAHR - EAHR members look forward to meeting the Academic Review Team and
sharing ideas on how to best improve our current work. For the six-year period (2007-2012), the
following has been achieved:
(a) Made a concerted effort to change the culture and climate where, the EAHR members seek to respect
and trust each other;
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(b) Developed faculty and staff primary commitments which are in practice;
(c) Developed review, tenure and promotion policy which has been implemented successfully;
(d) Improved total external funding as reflected by increased external research dollars from 2 million in
2007 to over 5 million in 2013;
(e) Increased the number of proposals submitted for external funding;
(f) Improved in the evaluation of faculty teaching by the students especially in online courses;
(g) Increased the number of online courses offered at bachelors and masters levels and within the two
masters programs K-12 and HRD being offered fully online;
(h) Merged the adult education and human resource development programs into one program;
(i) Revised the Ed.D. and Ph.D. programs offered by the Public School Administration Program;
(j) Attained a remarkable increase in the mean GRE scores of students admitted;
(k) Revised the admission criteria for all graduate programs in EAHR;
(l) Appointed 17 new faculty between 2007 -2013;
(m) Observed 195 published papers in peer review journals by the faculty in their fields, with 94 books
and book chapters for a total of 289 publications;
(n) Had 81% of faculty cited for their with EAHR ranked # 1 among our peers and # 6 nationally in
citations;
(o) Have 10 faculty members serving as editors or co-editors in top tier journals in their fields;
(m) Graduated 723 undergraduates, 370 masters and 198 doctorates (2007-2013);
(p) have had graduates who are playing key roles as professionals, educational leaders, teachers and
professors in higher education;
(q) Increased the ethnic diversity of our undergraduate students (from 24% in 2007 to 34% in 2012),
graduate students (EDAD masters from 34% in 2007 – 43% 2012, EDAD doctoral students from 36%
in 2007 – 49% in 2012, EHRD masters 34% in 2007 – 47% 2012, EHRD doctorate 42% in 2007 –
47% in 2012) and faculty (from 32% in 2007 to 44% in 2013), and
(p) Increased in the diversity of ideas, viewpoints, and perspectives among the students, faculty and staff
which promotes excellence in scholarship and creates a vibrant and challenging learning environment
in EAHR.
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PEER REVIEW TEAM CONTACT INFORMATION
Member
Type
Last Name
First Name
Title and Member
Address
Email address
Telephone
Chair
Watkins
Karen Professor
College of
Education
The University of
Georgia
G-10 Aderhold
Hall
Athens, GA 30602
[email protected] Work: 706-542-
4355
Member
Edward
St. John Algo D. Henderson
Collegiate
Professor/School of
Education
University of
Michigan
610 E. University
Avenue
Ann Arbor, MICH
4809-1259
Ph: 734-647-
2013
Member
Prestine
Nona Professor,
Penn State
University, College
of Education
204E Rackley
Building
University Park,
PA, 16802
Ph:(814) 863-
3762
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WELCOME AND TRAVEL SCHEDULE
Welcome & Travel- SUNDAY, October 20, 2013 - Travel & Welcome
Time Activity Participants Location
Review Team arrives in College Station
Karen Watkins (The University of Georgia)
ARRIVE at 12:27pm (AUS) on Delta from Atlanta
**will drive rental to B&B
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Nona Prestine (Penn State University)
ARRIVE at 1:00pm (Easterwood) on United from IAH-BUSH INTL
**Dr. Nafukho will transport visitor to B&B
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Edward St. John (University of Michigan)
ARRIVE at 2:16pm (AUS) on United from SFO
**will drive rental to B&B
Dr. Fred Nafukho will pick up the review team from Rudder-Jessup B&B and take to Luigi’s for dinner.
Dr. Nafukho cell: (979) 204-8525
Rudder-Jessup Bed & Breakfast
115 Lee Avenue
College Station, Tx 77840
866-744-2470
6:00pm Welcome Dinner with Department Leadership Team
Fred Nafukho (Department Head) Homer Tolson (Senior Professor,
Associate Department Head & Chair, AEHRD Program)
Beverly Irby (Professor, Associate Department Head & Chair, K-12 Program)
Yvonna Lincoln (Distinguished
Luigi’s Patio Ristorante
3975 SH-6 S
College Station, Tx 77845
979-693-2742
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Professor, Associate Department Head & Chair, Higher Education Program)
Kelli Peck Parrott (Clinical Associate Professor & Director of SAAHE)
Ann Gundy (Clinical Associate Professor)
Joyce Nelson (Director of Academic Advising)
Marie Shelfer (Business Administrator I)
Fred Nafukho will pick up for inner and drive the review team back to Rudder-Jessup.
~~~~~~~~~~~~~~
Reservations will be under Dr. Nafukho
~~~~~~~~~~~~~~
Be sure to take a tax exempt form and alcohol should be on a separate ticket.
DAY 1 - MONDAY, October 21, 2013
Time Activity Participants Location
7:30AM-8:30AM Breakfast/Entry Interview with Administrative Team
Pamela Matthews (Vice Provost for Academic Affairs)
Karen Butler-Purry (Associate Provost for Graduate and Professional Studies)
Ann Kenimer (Associate Provost for Undergraduate Studies)
Ms. Marie Shelfer (Assistant to the Department Head) will pick up the review team at the B&B at 8:30am, and transport them to the Harrington Building. She will also escort the Review team to 801 Harrington.
Ms. Shelfer’s cell: 979-229-2949
Rudder-Jessup B&B
9:00AM-9:50AM Meeting with College Deans Douglas J. Palmer (Dean, College of Educational Human Development)
Mary Alfred (Associate Dean, Faculty Affairs & Research)
George Cunningham (Associate Dean,
801 Harrington
(Large Conference Room)
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for Academic Affairs) Becky Carr (Assistant Dean, for
Finance & Administration) Nancy Watson (Assistant Dean, for
Organizational Development & Diversity)
David Byrd (Assistant Dean, for Undergrad Academic Affairs)
Dr. Nafukho will meet the Review Team and escort them to his office.
10:00AM-10:55AM Meeting with Department Head
Fred Nafukho (Department Head)
Dr. Nafukho will escort the review team to 616 Harrington.
511
11:00AM-11:50AM Meet with Graduate AEHRD Faculty
Homer Tolson (Senior Professor & Program Chair)
Mary Alfred (Professor) Lisa Baumgartner (Associate
Professor) Michael Beyerlein (Professor) Dominique Chlup (Associate
Professor) Larry Dooley (Associate Professor) Jia Wang (Associate Professor)
Ms. Alvarado will escort the review team to 511 Harrington.
Beverly Irby will transport the review team to and from Madden’s (from Harrington Tower)
616 Harrington
12:00PM-1:30PM Lunch with Department Leaders
Fred Nafukho (Department Head) Homer Tolson (Senior Professor,
Associate Department Head & Chair, AEHRD Program)
Beverly Irby (Professor, Associate Department Head & Chair, K-12 Program)
Yvonna Lincoln (Distinguished Professor, Associate Department Head & Chair, Higher Education Program)
Kelli Peck Parrott (Clinical Associate Professor & Director of SAAHE)
Ann Gundy (Clinical Associate
Maddens Casual Gourmet
202 S. Bryan Ave.
Bryan, Tx 77803
979-779-2558
~~~~~~~~~~~~~
Reservations are under Dr. Nafukho
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Professor) Joyce Nelson (Director of Academic
Advising) Marie Shelfer (Business
Administrator I)
Beverly Irby will take the review team back to Harrington Tower.
Ms. Alvarado will escort the review team to 616 Harrington.
1:45PM-2:45PM Meeting with Graduate Students & G.R.A.B. Officers
EAHR Graduate Students
Ms. Shelfer will escort review team to 617 Harrington.
616 Harrington
2:45PM-3:00PM BREAK
3:00PM-3:55PM Meeting with Higher Education Faculty
Yvonna Lincoln (Distinguished Professor, Associate Department Head & Program Chair)
Vince Lechuga (Associate Professor) Glenda Musoba (Associate Professor) Kelli Peck Parrott (Clinical Associate
Professor) Luis Ponjuan (Associate Profesor) Christine Stanley (Professor, Vice
President & Associate Provost for Diversity)
Ms. Alvarado will escort the review team to 616 Harrington.
617 Harrington
4:00PM-5:00PM Meeting with K-12 Public School Administration Faculty
Beverly Irby (Professor, Associate Department Head & Program Chair, K-12 program)
Jean Madsen (Professor) Abe Saavedra (Clinical Professor) Mario Torres (Associate Professor) Gwen Webb-Hasan (Associate
Professor)
Dr. Nafukho will escort the review team to the University Club.
616 Harrington
5:00PM-5:15PM BREAK
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5:30-7:00PM Faculty/Staff Reception EAHR Department Faculty & Staff
University Club
7:00PM Return to Hotel/Work Session with catered dinner
At 7pm, Ms. Shelfer will transport the review team from the MSC to the B&B. Ms. Shelfer will deliver a catered dinner from C&J’s BBQ.
Rudder-Jessup B&B
DAY 2 - TUESDAY, October 22, 2013
Time Activity Participants Location
7:30AM-8:30AM Breakfast at the hotel Review Team only
Ms. Shelfer will transport the review team from the B&B to Harrington Tower.
Rudder-Jessup B&B
9:00AM-10:30AM Tour of EAHR Fred Nafukho (Department Head) Beverly irby (Professor, Associate
Department Head & Chair K-12 Program)
Yvonna Lincoln (Distinguished Professor, Associate Department Head & Chair, Higher Education Program)
Homer Tolson (Senior Professor, Associate Department Head & Chair, AEHRD Program)
Dr. Nafukho will escort the review team to 616 Harrington.
Harrington Tower
10:30AM-10:45AM BREAK
10:45AM-11:45AM Meeting with EAHR Undergraduate Program Faculty
Helen Muyia (Clinical Associate Professor)
Priya Kurup (Clinical Assistant Professor)
Ann Gundy (Clinical Associate Professor)
Judy Sandlin (Clinical Associate Professor)
Ms. Shelfer will escort the review team to and from the restaurant
616 Harrington
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12:00PM-1:30PM Lunch with the Department Leaders
Fred Nafukho (Department head) Homer Tolson (Senior Professor,
Associate Department Head & Chair, AEHRD Program)
Beverly Irby (Associate Professor, Associate Department Head & Chair, K-12 Program)
Yvonna Lincoln (Distinguished Professor, Associate Professor & Chair, Higher Education Program)
Kelli Peck Parrott (Clinical Associate Professor & Director of SAAHE)
Ann Gundy (Clinical Associate Professor)
Joyce Nelson (Director of Academic Advising)
Marie Shelfer (Business Administrator I)
**GRAB Officers will join as well
Ms. Shelfer will take the review team back to Harrington Tower and to 617 Harrington.
616 Harrington Tower
~~~~~~~~~~~~~~~~~~
Pizza will be served
1:45PM-2:45PM Meeting with Undergraduate Students
Undergraduate Students
617 Harrington
3:00PM-3:45PM Meeting with Staff Marie Shelfer (Business Administrator I & Assistant to Department Head)
Jessica Alvarado (Senior Office Associate & Assistant to Department Head)
Becky Kubena (Business Coordinator II)
Susan Sassano (Business Coordinator I)
Mary Henderson (Senior Office Associate)
Joyce Nelson (Director of Academic Advising)
Avery Pavliska (Senior Academic Advisor I)
Brynn Ruiz (Academic Advisor II)
Ms. Shelfer will escort the review team to 511 Harrington.
617 Harrington
4:00PM-5:15PM Meeting with Department Dr. Victor Willson (Department Head in Education Psychology)
8th Floor Large Conference
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Heads Dr. Rick Kreider (Department Head in Health Kinesiology)
Dr. Yeping Li (Department Head in Teaching, Learning and Culture)
Room
5:30PM-9:00PM Work Session with catered dinner
Prepare Draft Report
Review Team only
Ms. Shelfer will deliver food catered from C&J’s BBQ.
Rudder-Jessup
B&B
DAY 3 - WEDNESDAY, October 23, 2013 Time Activity Participants Location
7:30AM-9:00AM Breakfast/Exit interview with the Administrative Team and College Deans at Hotel
Karan L. Watson (Provost and Executive Vice President for Academic Affairs)
Pamela R. Matthews (Vice Provost for Academic Affairs)
Karen Butler-Purry (Associate Provost for Graduate Studies)
Ann Kenimer (Associate Provost for Undergraduate Studies)
Douglas J. Palmer (Dean, College of Educational Human Development)
Mary Alfred (Associate Dean, Faculty Affairs & Research)
George Cunningham (Associate Dean, for Academic Affairs)
Becky Carr (Assistant Dean, for Finance & Administration)
Nancy Watson (Assistant Dean, for Organizational Development & Diversity)
David Byrd (Assistant Dean, for Undergrad Academic Affairs)
Rudder-Jessup B&B
9:00AM-10:00AM Reviewers Debrief with Department Head at the B&B
Fred Nafukho (Department Head) Rudder-Jessup B&B
10:00AM-10:45AM Reviewers make final changes to draft report, as needed
Reviewer Team only
The review team will check out of the B&B.
Rudder-Jessup B&B
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Dr. Nafukho will transport the review team to Harrington.
11:00AM-12:00PM Reviewers brief faculty, staff and students on final report
All Faculty, Administrative Staff and Available Graduate & Undergraduate Students
569 Harrington
12:00PM-12:30PM BREAK
12:30PM-1:45PM Lunch with Department Head
Fred Nafukho (Department Head) The University Club
Reservation#
1:45PM Reviewers depart for Austin, via rental car
Karen Watkins (The University of Georgia)
DEPART at 6:40pm on Delta from (AUS)
~~~~~~~~~~~~~~~~~~~~~~~
Nona Prestine (Penn State University)
DEPART at 1:41pm on United from (Easterwood)
~~~~~~~~~~~~~~~~~~~~~~~
Edward St. John (University of Michigan)
DEPART at 6:14pm on United from (AUS)
Contact Information Fred Nafukho, Office: 979-862-3395, Cell: 979-204-9525, 511DB Harrington Tower Marie Shelfer, Office: 979-845-2717, Cell: 979-229-2949, 511DA Harrington Tower Restaurant Meals For each meal, a designated faculty member will use a departmental credit card to pay for all meals, informing the server that the charges are on a TAMU account (tax exempt).
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PEER REVIEW TEAM CHARGE
Educational Administration and Human Resource Development
This letter provides you with background on the Department of Educational Administration and
Human Resource Development, College of Education and Human Development at Texas A&M
University, and explains the expectations for our upcoming external review. There are seven
degrees currently offered by the department; a Bachelor of Science in Human Resource
Development, a Bachelor of Science in Technology Management, a Master of Education in K-12
Public School Administration, a Master of Education in Higher Education, a Master of Science
in Human Resource Development, a Master of Science in Students Affairs Administration in
Higher Education (SAAHE), an Ed.D. in K-12 Public School Administration, a PhD in
Educational Human Resource Development (EHRD) with specializations in Adult Education and
Human Resource Development, and a PhD in Educational Administration with specializations
Higher Education and K-12 Public School Administration. Table 1 provides information on the
number of degrees the department has awarded over the last six years.
Table 1. EAHR Academic Programs and Degrees Awarded
Degree
offered
Major Field
of Study 06-07 07-08 08-09 09-10 10-11 11-12
B.S. Human
Resource
Development 16 103 93 118 118 125
B.S. Technology
Management 5 24 19 31 36 35
M.Ed. EDAD 12 7 27 10 20 8
M.S. EDAD 19 12 7 13 14 20
M.S. EHRD 34 19 20 34 59 35
Ed.D. EDAD 11 11 5 4 3 7
Ph.D EDAD 14 20 16 15 14 14
Ph.D. EHRD 14 7 9 12 12 10
Totals 125 203 196 237 276 254
Grand
Total
1,291
This activity is part of a periodic review of all Texas A&M University academic programs, and
offers an opportunity to assess the standards of the programs and to learn from review team
members’ experiences with similar programs.
I request that the review team examine the undergraduate, graduate, and research programs of the
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Department of Educational Administration and Human Resource Development using the
materials that will be provided, information you gain through personal interactions while visiting
Texas A&M University, and any additional information that you might request. While evaluating
the program, please consider the allocation of resources within the Department (both human and
fiscal) and the absolute level of support the Department receives from the University. Please
comment as appropriate on current and potential leveraging of these resources, as well as the
current and potential interaction with other departments and groups, both on campus and off
campus. In addition, as pointed out in the provost’s charge to the peer review team, please address
the following issues:
Based on the data / information provided in the self-study report or gathered by the
review team, what are the department’s overall strengths and weaknesses?
How well do the department’s strategic goals align with those of its college and with
those of Texas A&M University?
How would you compare this department with its national and, where appropriate,
international peers?
What improvements (including student learning and faculty development) has the
department made since the previous program review?
With only current resources or a modest infusion of new ones, what specific
recommendations could improve the department’s performance, marginally or
significantly?
Through this peer review we plan to track and measure real increases and improvements in the
quality of the graduate and undergraduate experiences across all dimensions. We ask that you
assess the success of the Department in moving its teaching, research and service agendas
forward based on information provided to you in our self‐study. I look forward to meeting with
you and the entire committee in October. If you have any questions or require additional
information, please do not hesitate to contact me.
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HISTORICAL BACKROUND
TEXAS A&M UNIVERSITY
Texas A&M University (TAMU) the state’s first public institution of higher learning was
established in 1876 as of Today, TAMU is the sixth largest university in the country with more
than 50,000 students and a nationally and internationally recognized faculty. The TAMU campus
resides on a bustling 5,000‐acre campus and is one of a select few universities in the nation with
land‐grant, sea‐grant and space‐grant designations. With an enrollment of about half men and
half women, 25 percent of the freshman class is the first in their family to attend college and
8,500 are graduate students. Texas A&M has two branch campuses, one in Galveston, Texas,
and one in the Middle East country of Qatar. Texas A&M University is a flagship university with
10 colleges and was recently ranked first in the nation by The Washington Monthly for "tangible
contributions to the public interest." U.S. News and World Report ranked Texas A&M third
nationally as a "best value" among public universities. Many degree programs are ranked among
the top 10 in the country. The following are some interesting facts about the university that can
be found on the TAMU website.
General One of a select group of universities to hold federal land-grant, sea-grant and space-grant
designations
One of very few universities to host a presidential library: The George Bush Presidential
Library and Museum
International study centers in Italy, Mexico and Costa Rica
Branch campuses in Galveston, Texas and Doha, Qatar
In 2008-2010, hosted such notable speakers as President Barack Obama; world-renowned
physicist Stephen Hawking; Secretary of Defense (and former president of Texas A&M)
Robert Gates; Secretary of Education Arne Duncan; General David Petraeus; (then
sitting) President George W. Bush and former president George H.W. Bush
Home of the prestigious Texas A&M University Press, a scholarly publishing house
founded in 1974 that publishes around seventy new titles annually
Texas A&M at a Glance Located in College Station, Texas, which is located about 90 miles northwest of Houston.
Home to more than 50,000 students, ranking as the sixth-largest university in the country,
with more than 360,000 former students worldwide.
Holds membership in the prestigious Association of American Universities, one of only
61 institutions with this distinction.
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Conducts research valued at more than $705 million annually, currently ranking among
the top 20 universities nationally and third behind only MIT and the University of
California at Berkeley for universities without medical schools.
Has an endowment valued at more than $5 billion, which ranks fourth among U.S. public
universities and 10th overall.
Claimed four national team championships and nine conference titles last season, both of
which were school-bests.
Finished eighth nationally in the prestigious Learfield Sports Director's Cup all-sport
rankings a year ago, tallying its most points ever and leading all Big 12 schools. In the
inaugural Capital One Cup, which rates teams' final national rankings, the Aggie women
finished second nationally with five top-10 finishes, while the Aggie men finished tied
for third with five top-10 finishes.
Recognized as Home of the 12th Man, where students stand during football games to
show support for the team – and for fellow Aggies – a personification of the Aggie Spirit.
Recently rated by Sports Illustrated as the nation's best game day: '...few venues are more
hostile to opponents than the maroon bowl of Kyle Field, where the eardrums of visiting
players are under constant assault from the Aggies' 12th Man – the nation's best-drilled
student body.'
Corps of Cadets is recognized among the nation's largest uniformed student bodies at
more than 2,300 strong. Texas A&M commissions more officers than any other
institution outside of the nation's service academies.
Named second in the nation by The Wall Street Journal among all universities, public
and private, in a survey of top U.S. corporations, non-profits and government agencies,
based on graduates that recruiters prefer to hire.
Rankings and Recognition 19th in nation among public universities (U.S. News & World Report, 2011)
2nd in nation among public universities in "Great Schools, Great Prices" category (U.S.
News & World Report, 2010)
2nd in nation for universities from which corporations prefer to hire (Wall Street Journal,
2010)
3rd in nation for "Best Cities for Raising Families" (Kiplinger's, 2010)
4th in nation among public universities for "Employment after Three Months" (Financial
Times, 2010)
10th in nation, 2nd among public universities, for number of National Merit Scholars
enrolled (National Merit Scholarship Corporation, 2011)
Top 20 nationally for number of doctoral degrees awarded to minority students
Faculty includes several Nobel laureates
Academics Membership in the prestigious Association of American Universities (AAU), an
organization of North America's best 63 research institutions
One of only sixteen schools nationwide to receive the grade of "A" for core course
requirements by the American Council of Trustees and Alumni based on "education, not
reputation"
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Top 10 nationally for number of National Merit Scholars
Consistently ranks among the Top 10 universities in the number of science and
engineering doctorates produced
Ranks in the Top 20 in the number of doctoral degrees awarded to minorities
Home to one of the nation's largest chapters of Phi Beta Kappa, the oldest and most
respected undergraduate honor society in the U.S.
The Dwight Look College of Engineering is the largest college on the Texas A&M
campus with more than 10,500 engineering students enrolled in 12 departments. The
undergraduate program is ranked 9th
overall among public universities in the country and
the graduate school is ranked 6th
(U.S. News and World Report, 2010)
Mays Business School is ranked 16th
among public universities in the country (U.S. News
and World Report, 2010); the MBA program is ranked 1st in "Best Value for Money"
(Financial Times, 2010) and 2nd
in "Placement After Three Months" among public
universities (U.S. News and World Report, 2011)
The College of Agriculture and Life Sciences awards about 1,200 bachelor's degrees and
200 graduate degrees annually, making it the largest of its kind in the country
The College of Education and Human Development is the largest producer in the state of
teachers in the high-need fields of bilingual education, math and science
One out of every ten veterinarians in the United States graduated from the Texas A&M
College of Veterinary Medicine and Biomedical Sciences
International study centers in Italy, Mexico and Costa Rica
Branch campuses in Galveston, Texas, and Doha, Qatar
Source: http://marcomm.tamu.edu/communications/recognitions.html#academics
Students 50,000 plus-total enrollment, including 10,000 plus graduate students
Average SAT for freshmen is 1210 — well above national average
25% of freshman class are first generation college students
First in Texas in student retention and 4 through 6-year graduation rates
79% of students receive some form of financial aid
16th
in nation for "students pack the stadiums" (The Princeton Review, 2010)
More than 14,000 Aggies have part-time jobs, serving in a variety of positions
Approximately 2,000 men and women participate in the Corps of Cadets, among the
nation's largest uniformed student bodies except for the service academies
More than 4,600 international students from more than 130 countries
Faculty Faculty includes winners of the Nobel Prize, National Medal of Science and Wolf Prize
Twenty-four faculty hold membership in the prestigious National Academy of Sciences,
the National Academy of Engineering or National Institute of Medicine
Record number of National Science Foundation CAREER award winners
More than 80 percent of faculty members hold doctoral degrees; more than 300 hold
endowed professorships or chairs
More than 1,100 serve as principal investigators on nearly 4,000 sponsored research
projects annually
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In recent years, more than 50 Texas A&M faculty members have served as chief
executive officers of international, national, or regional organizations
Nearly 500 faculty members hold the title of fellow, or one of equal significance, in their
respective professional and academic societies
Texas A&M faculty members have earned more than 700 honors and awards from
professional and academic societies
More than 70 Texas A&M faculty members and administrators have participated in the
Fulbright Program, and the University hosts foreign Fulbright Scholars each year
TRADITIONS The 12th Man – Students stand during football games to show support for the
team – and for fellow Aggies – a personification of the Aggie Spirit
Muster – Aggies worldwide gather each April 21 to renew friendships and honor those
who have died since the previous year’s Muster. The largest Muster is held on campus,
but hundreds of others are held throughout the state, nation and abroad
Silver Taps – A unique silent campus memorial service is held on the first Tuesday of
any month during the regular academic year when one or more students died during the
previous month
Yell Practice – Midnight rally on eve of football games – held at Kyle Field for
home games, and at announced sites for games away from campus – to underscore
school spirit and rehearse “yells” (Aggies yell; they don’t cheer)
CORPS OF CADETS
The nation’s largest uniformed student body commissions more officers than any other
institution, except for the nation’s service academies. Approximately 1,800 men and women
participate on a voluntary basis. ROTC programs lead to commissions in all four branches of the
military: Army, Air Force, Navy and Marine Corps.
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WELCOME FROM THE DEAN
For nearly 100 years, Texas A&M University has been preparing educators. With the
establishment of our college in 1969, we’ve seen extraordinary growth in the number of students
and programs. In the fall of 2013, more than 6148 students enrolled in programs that prepare
practitioners, leaders and research scholars in the fields of education, health, sport and public and
private sector human resource development. Our graduates are in leadership roles in K-12
schools, private and public sector health agencies and athletic organizations and universities
across the U.S. and internationally.
Undergraduate students participating in our programs are academically talented--over 40 percent
were in the top 10 percent of their high school graduating class, and many are first generation
students. We are a “transfer-friendly” college, with students transferring from other disciplines
across campus and from community colleges. Recently, we have seen a 50 percent increase in
student transfers from community colleges. Reflecting the college’s mission, we implemented
support initiatives to assist our undergraduate students in their development that include
Learning Communities for our freshman and transfer students and establishment of a Student
Success Center.
The preparation of leaders requires expertise in knowledge, professional practice and a breadth
of experience in working with individuals from diverse backgrounds. Our college’s commitment
to leadership may be found in the following:
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Faculty who are nationally and internationally recognized experts in their fields are
actively engaging students in research that influences professional practice;
Expanding the range and nature of our field-based experiences in these programs to better
support the development of students in teacher preparation programs;
Affording opportunities for students to learn about different cultures from their peers--
nearly 30 percent of the students in our college are from diverse ethnic and national
backgrounds; and,
Implementing study abroad experiences for students in programs across the college. As
part of our college wide initiatives, we offer financial resources to help support students’
participation in these exciting international learning opportunities.
In our efforts to expand access to our outstanding graduate programs, we developed and offer
online degree and continuing education opportunities, which allow students to advance both
professionally and personally, even at a distance.
I invite you to explore our website and learn about the work of our college.
Gig’em!
Doug Palmer
Dean
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The Department of Educational Administration and Human Resource Development
The Department of Educational Resource Development (EAHR) was created in 1991 by
bringing together the existing programs in Adult Education and in Technical Education. Its
immediate mandate was to create a program in Human Resource Development, and
subsequent to that, a program in Distance Learning. The Adult Education program
continued, but the program in Technical Education was phased out. The admissions
process was carried out at the departmental level, that is, students were not admitted to
specific programs; instead, they were asked to declare a specialization in one of the
existing programs. In 1999 a restructuring of the College of Education and Human
Development began, resulting in the relocation of the Distance Learning program to
the Department of Educational Psychology, and in the merging of the rest of the
Department of Educational Human Resource Development with the Department of
Educational Administration.
In the year 2000, The Department of Educational Administration and the Department of
Educational H u m a n R e s o u r c e D e v e l o p m e n t merged as one. The mission of the
Department of Educational Administration and Human Resource Development is to prepare
students to be leaders in school settings as well as non-school settings. Students receive a
master’s or doctorate degree in either Educational Administration (EDAD) or Educational
Human Resource Development (EHRD), depending on the area of specialization. These areas
include adult education; human resource development; higher education administration, and
public school administration. The Department of Educational Administration and Human
Resource Development (EAHR) offers both undergraduate and graduate degrees.
Undergraduate students may receive their Bachelor of Science degree with an option either in
Human Resource Development or Technology Management. Students receive a strong
foundation of the knowledge and skills needed to excel in the field of their choice through
real-world applications and internship experience.
At the graduate level, the Department of Educational Administration and Human Resource
Development offers degrees in educational administration (EDAD) or educational human
resource development (EHRD). There are several specializations offered in each program
area. Under educational administration, students may specialize in higher education
administration, public school administration; or student affairs administration in higher
education (masters level only). Students majoring in educational human resource development
may select either adult education or educational human resource development as their
specialization. The adult education area of study prepares students to be successful in various
teaching related positions in business and industry, health care institutions, government
agencies, and post-secondary education. In the higher education administration specialization,
students are prepared for leadership roles in higher education administration, teaching and
research. Emphases in a wide range of areas are provided to enable students to achieve desired
professional goals. Through formal and informal interactions with faculty, students in the
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human resource development area gain the knowledge, skills and abilities (KSA) needed to be
successful leaders in this field. The public school administration specialization is designed to
enhance the students’ leadership skills to manage complex educational systems and to train and
supervise personnel.
Department’s Leadership
Department Head Duration
Bryan Cole, PhD September, 1996- August, 2003
Yvonna Lincoln, Ed.D. September, 2003- June, 2004 (as
Interim)
Jim Scheurich, PhD June, 2004- February, 2009
Mary Alfred, PhD February, 2009 – July, 2009 (as Interim)
Fredrick M. Nafukho, PhD July, 2009 – Present
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VISION, MISSION AND CORE VALUES
TEXAS A&M UNIVERSITY
Vision
People are Texas A&M University's most valuable asset. The university strives to maintain an
environment which encourages all employees to achieve their personal and professional goals
and aspirations as we work toward achieving the university's mission. In this environment, each
person's individuality and contributions are respected. Texas A&M University recognizes that all
people have rights at work, including the right to be treated with respect and dignity, the right to
be recognized and rewarded fairly for performance, and the right to a work environment free
from discrimination and harassment. The university is committed to these rights. All people at
Texas A&M University are expected to treat each other in accordance with these rights. Texas
A&M University recognizes the importance of communication, and is committed to an
environment which stresses open sharing of information and ideas, and values input from all
people. Texas A&M University will strive for a work environment in which all people accept
responsibility to contribute to the success of the University, and are empowered to do so. Finally,
for this vision to become reality and endure, it must be continually communicated, supported and
upheld.
Mission Texas A&M University is dedicated to the discovery, development, communication, and application of
knowledge in a wide range of academic and professional fields. Its mission of providing the highest
quality undergraduate and graduate programs is inseparable from its mission of developing new
understandings through research and creativity. It prepares students to assume roles in leadership,
responsibility, and service to society. Texas A&M assumes as its historic trust the maintenance of
freedom of inquiry and an intellectual environment nurturing the human mind and spirit. It welcomes and
seeks to serve persons of all racial, ethnic, and geographic groups, women and men alike, as it addresses
the needs of an increasingly diverse population and a global economy. In the twenty first century, Texas
A&M University seeks to assume a place of preeminence among public universities while respecting its
history and traditions.
Core Values To develop leaders of character dedicated to serving the greater good. Our purpose statement carrieswith
it the responsibility, the traditions and the forward thinking of Texas A&M University exemplified by all
who are associated with the university — its faculty and staff, and its current and former students. This
can be defined by six core values.
Excellence – Set the bar.
Integrity – Character is destiny.
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Leadership – Follow me.
Loyalty – Acceptance forever.
Respect – We are the Aggies, the Aggies are we.
Selfless Service – How can I be of service?
ACTION 2015 EDUCATION FIRST STRATEGIC PLAN
Context for 2011-2015 Strategic Planning
Texas A&M University was revolutionized by General Earl Rudder, who developed our
first strategic plan in 1962, the “aspirations study,” which, among other changes, set
Texas A&M on the path to becoming a comprehensive research university. Even as it has
grown in size, scope, and stature, A&M has retained its commitment to tradition, honor
and excellence.
Today, many are asking serious questions and making critical assessments about the role,
purpose and productivity of research universities—including the performance of Texas
A&M on several dimensions. Where those criticisms are on target, we need to change
what we do and how we do it. Where we have done an inadequate job of describing what
we do and why, then we must redouble our efforts to explain our purpose and to provide
evidence of our success. With humility, we need to demonstrate that we are accountable
to ourselves and to others who are committed to our success.
Texas A&M requires significant resources to achieve and sustain its status as a flagship
university of the first rank. The State of Texas and the families of A&M students have
provided significant resources enabling much of our growth. Limited state revenues and
current economic conditions suggest that these resources will decline in relative terms.
Texas A&M must diversify the resources necessary to serve our constituents and
commitment to excellence.
The continued pursuit of excellence must be accompanied by an even greater accountability and
stewardship of the resources provided to us by the State of Texas, along with an increased
commitment to the identification and acquisition of new resources that advance Texas A&M
University and Texas. Thus, Texas A&M is prepared to:
make targeted investments in excellence even in the face of requiring reallocations to do
so.
continue to grow our federal and corporate support for research and scholarship.
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grow our philanthropic resources to provide a long term stable base for excellence.
increase our entrepreneurial efforts across a range of activities — including, technology
commercialization, business initiatives, and professional certification/degree programs.
EDUCATION FIRST
Teaching Research Service
Texas A&M will be a leader in integrating the three primary missions of higher education—
teaching, research and service —by taking actions, making investments and designing outcomes
that produce a holistic vision of academic excellence in the 21st century. Our plan insists on
“Education First,” an inseparable mix of missions that interrelate, stimulate and support one
another in a way that develops a new model for an American university, but builds on the firm
foundation of the old. Texas A&M must demonstrate that the superior quality of the education it
provides to enrolled students, professional peers and an engaged citizenry so substantially
promotes the advancement of the public good that its value and contributions to the state are
unquestioned. As the first public institution of higher education in Texas, Texas A&M University
is rich in tradition and dedicated to the vitality of Texas, its culture, its economy and the well-
being of its citizens. We understand that Texas A&M’s stature as a great flagship university must
be continuously earned. The Education First initiative reflects a strong commitment to
continuous improvement, which is fundamental to a culture of excellence.
Action 2015: Education First is a plan that insists on bold choices about the grand
challenges on which we as an institution will focus, and thus, on those we will not. The plan
insists that we make difficult decisions about the investment of scarce new resources, and that we
make even more difficult choices about whether we are using our current resources in a manner
that is consistent with our stated plan and goals. Education First means that we cannot make
decisions about only teaching or only research. Rather, the plan demands that we make new,
original decisions and investments that will knit together the traditional elements of Education
First and enable the innovations required to take Texas A&M to new levels of performance,
productivity and impact.
An education from Texas A&M is provided by the collective expertise of our world-renowned
faculty with the support of the dedicated staff. The extraordinary value of a student’s experience
at Texas A&M is deeply energized and enriched by faculty who are leading scholars in their
fields. Graduates of Texas A&M are noted for their readiness to work because of their
leadership, work ethic, loyalty and dedication to public service. We will continue to strengthen
their appreciation of a global world enriched by diverse cultures, backgrounds and ideas. These
hallmark educational outcomes are a result of the comprehensive mission of Texas A&M and are
realized through innovative teaching practices, the creation and dissemination of new
knowledge, high-impact learning experiences, experiential offerings, and relevant outreach and
engagement. Few institutions share Texas A&M University’s balance of research prowess,
graduate education, and commitment to holistic undergraduate excellence.
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Texas A&M’s Action 2015: Education First will continue to demonstrate that Texas A&M
University is:
Efficient in its stewardship of the resources and responsibilities
granted by the people of Texas;
Effective in the balance of its multifaceted educational mission;
and
Focused to meet its commitment to Texas, the nation and the world
through comprehensive disciplinary and multi- or interdisciplinary
excellence, but particularly in interdisciplinary or multidisciplinary
areas where it can have the greatest impact on solutions for
modern challenges, such as energy, health, information, economic
development and innovation, and public service.
Action 2015: Education First has been guided by Vision 2020: Creating a Culture of
Excellence and its 12 imperatives. This Vision, which was developed through a process that
involved numerous stakeholders in the late 1990s, is very broad and must be reviewed in its
entirety. To appreciate its bold ideas and approaches to being a top university
(http://vision2020.tamu.edu/)
Our current plan for actions from FY2011–2015 was further informed by documented efforts
that also engaged a significant number of stakeholders, including:
The Academic Master Plan (2009),
Individual college, branch campus and division strategic plans (2010),
Closing the Gaps (2000) , the Texas Higher Education Coordinating Board’s strategic
plan for higher education in Texas,
Strategic task force reports on: the built environment, the undergraduate experience, the
graduate experience, faculty evaluations, shared governance, campus diversity, campus
arts, enrollment management, campus athletics and the university financial environment,
The Texas A&M University System Strategic Plan 2009-2013, and
The Budget Reallocation Working Group Report (November 2010).
IMPERATIVES, PRECEPTS AND GOALS
Texas A&M University will continue to evolve through collective integration and
Implementation of the 12 imperatives of Vision 2020. During the first ten years after
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establishing the Vision, with strategies that appeared to some to be too inwardly focused, we
worked to strengthen and expand our faculty. We did this knowing that an excellent faculty is
needed to provide the greatest educational experience for students and to elevate our impact on
the public good. Now, the current economic situation and current public perceptions of higher
education call for us to ensure that it is clear, internally and externally, that our pursuit of
excellence begun with Vision 2020 is worthwhile only insofar as we are serving the public good.
Therefore, it is time that we turn our focus on Vision 2020 inside-out. It must be clear that our
efforts in every precept have a purpose rooted in advancement toward meeting significant
challenges to society. Therefore, we will focus the work in all imperatives in a manner that
ensures we are meeting our commitment to Texas, the nation and the world.
2015 precept 1 Fulfill our flagship mission Goal 1 Maintain the current on-campus enrollment and increase the number of students who
graduate annually, ensuring that Texas A&M’s learning environment prepares students for a
highly competitive and rapidly changing world and Professional workforce, and for responsible
civic engagement in a diverse society.
Goal 2 Elevate the impact of our scholarship to effectively advance the state, the nation and the
world in meeting societal challenges and opportunities.
Goal 3 Diversify the resource base of Texas A&M University by expanding external funding
from public and private sources through competitive, philanthropic and commercialization
activities.
2015 precept 2 practice intelligent stewardship of resources entrusted to
Texas A&M Goal 4 Recognize and strengthen the contributions and value of a diverse community of faculty,
staff and administrators who serve Texas A&M and the State of Texas.
Goal 5 Create clear processes and effective resource utilization to maintain health, safety and
sound infrastructure throughout Texas A&M University.
Goal 6 Ensure public trust in Texas A&M through open accountability mechanisms that
demonstrate efficient resource utilization and effective programmatic outcomes.
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STRATEGIES AND METRICS
Goal 1 Maintain the current on-campus enrollment and increase the number of
students who graduate annually, ensuring that Texas A&M’s learning environment
prepares students for a highly competitive and rapidly changing world and
professional workforce, and for responsible civic engagement in a diverse society.
Strategy 1A Award more degrees per year.
Metrics: Graduate 12,500 students/year averaging 4.5 years for bachelor’s
degrees, 1.75 years for master’s degrees, and 5 years for doctoral degrees.
Strategy 1B Ensure all students have at least one high-impact learning experience that is not
already required: first year seminars, common intellectual experiences, learning communities,
writing-intensive courses, collaborative assignments and projects, undergraduate research,
diversity/global learning, service- or community-based learning, internships, and capstone
courses or projects.
Metrics: All graduating students have an effective high-impact learning
experience that most students believe has enhanced their ability to serve the
public good at the time of the experience as well as after graduation
Goal 2 Elevate the impact of our scholarship to effectively advance the state, the
nation and the world in meeting societal challenges and opportunities.
Strategy 2A Mentor, value and invest in scholars whose work demonstrates the greatest impact
on their field, on the citizens of the state, the nation and the world, and, where appropriate,
demonstrate scholarship in action through learning experiences for our students including
implementation on and off campus.
Metrics: Increase the number of national and international awards and recognitions
received by Texas A&M faculty and students, especially but not only in the following
areas representing strengths at Texas A&M University: Energy Development,
Sustainability, and Conservation; Health and Life Sciences; Information Management
and Knowledge Utilization; Public Policy and Public Service; and Economic
Development and Innovation.
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Strategy 2B Increase investments and improve structures for large institutes and centers that will
aid Texas A&M University in making significant contributions to societal challenges and
opportunities.
Metrics: Develop at least three externally funded centers, each significantly engaging at
least ten faculty members and incorporating innovations widely into curricula, especially
in the five areas of focused strength (see Strategy 2A).
Strategy 2C Enhance the comprehensive nature of Texas A&M University to ensure that our
students and our scholarship are enriched by and considerate of the breadth of global culture,
intellectual thought and the history of human contributions.
Metrics: Increase external recognition achieved through national fellowships, awards
and recognitions received by faculty and students in all fields; ensure ongoing evaluation
of general education/core curriculum for continuous improvement in our students’ broad
education; build competitiveness of faculty and students across all disciplines through
venues such as the Texas A&M Institute for Advanced Studies.
Goal 3 Diversify the resource base of Texas A&M University by expanding external
funding from public and private sources through competitive, philanthropic and
commercialization activities.
Strategy 3A Improve competitiveness of Texas A&M’s faculty and student scholars in winning
external financial support for their studies and activities.
Metrics: Increase funding for research and scholarly activities through faculty-driven
initiatives with institutional support. Increase the total number of students receiving
externally funded scholarships and fellowships.
Strategy 3B Strengthen Texas A&M’s success in garnering philanthropic and investment
support for the activities detailed in this strategic plan.
Metrics: Increase the number and size of endowments and annual contributions from
non-governmental sources to support more activities of the faculty, staff and students of
Texas A&M University.
Goal 4 Recognize and strengthen the contributions and the value of a diverse
community of faculty, staff and administrators who serve Texas A&M University and
the State of Texas.
Strategy 4A Expand and support faculty, staff and administrator development opportunities to
enhance the overall work environment and increase personal skills and education.
Metrics: Develop and promote a wide variety of opportunities for training and education
of the faculty, staff and administrators to enhance the effectiveness of their work, the
quality of the work environment and diversity.
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Strategy 4B Fully support and fund the University Diversity Plan.
Metrics: Provide a sustained financial commitment to the University Diversity Plan and
implement full accountability at every level.
Strategy 4C Implement recommendations from the task force on faculty evaluations and the
staff evaluation studies.
Metrics: Align all faculty and staff evaluations with the core missions of the units and the
University as a whole.
Strategy 4D Implement the recommendations of the task force on shared governance.
Metrics: Consistent communication between System and Board officers with stakeholders
on campus concerning policy or regulation changes and leadership selection; clarity in
the rules about processes for selecting significant administrators on campus and the
engagement of the constituents in those selection processes; and leadership in shared
governance across campus should be valued in annual performance and promotion
reviews.
Goal 5 Create clear processes and effective resource utilization to maintain health, safety
and sound infrastructure throughout Texas A&M University.
Strategy 5A Create a clear process for prioritizing and resourcing investment and the deferred
and preventive maintenance on campus infrastructure.
Metrics: Implement a deferred and preventive maintenance plan and allocate adequate
resources to demonstrate commitment to a campus infrastructure befitting Texas A&M.
Strategy 5B Enhance the campus culture concerning compliance and safety as a recognized
necessity for accomplishing all aspects of the University mission.
Metrics: Reduce the total number of compliance violations and safety incidents and
develop and implement a robust risk-management system for the campus.
Strategy 5C Maintain and enhance the competitive status and operational integrity of the
information technology systems on campus.
Metrics: Meet and exceed industry standards for network server and infrastructure
availability and provide high-level support services for the teaching, research and
administrative needs of the campus community.
Strategy 5 Enhance efforts to make Texas A&M University a recognized “green” campus.
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Metrics: Reduce energy consumption and increase the resources for sustainability
including recycling bins, energy management plans and design processes.
Goal 6 Ensure public trust in Texas A&M University through open accountability
mechanisms demonstrating efficient resource utilization and effective programmatic
outcomes.
Strategy 6 Develop accountability and reporting systems that can be easily accessible to the
Texas A&M community and our external constituents.
Metrics: Collect key data in a central web-accessible portal that can be accessed
by both the internal and external stakeholders of Texas A&M University
Source:http://provost.tamu.edu/initiatives/strategic-planning-2010/strategic-planning-
2010/strategic-planning-documents/action-2015-education-first/Action2015-FINAL-
revised0711.pdf
AGGIES COMMIT TO LEARNING FOR A LIFETIME
Texas A&M University faculty know that it takes a lifetime to learn. We want our students
understand that a Texas A&M University education means they commit not only to the four
years that it takes to earn a baccalaureate degree, but also to learning for a lifetime, preparing to
assume roles in responsible leadership and service to society.
The Texas A&M Provost describes the Aggies Commit initiative as follows:
Given our rapidly changing world, students will need to learn continually throughout their
lifetime, integrating new ideas and information with what they already know. We have
developed our Quality Enhancement Plan (QEP) with the theme Aggies Commit to Learning for
a Lifetime. It asks our students to make a commitment to purposefully engage in high-impact
learning experiences and thoughtfully reflect on their learning experiences in order to develop
the habits and skills for integrative and lifelong learning. It calls for our institution to create a
culture with opportunities and support for student engagement and reflection. Texas A&M
University. 2012. Aggies Commit to Learning for a Lifetime: A Quality Enhancement Plan.
(http://provost.tamu.edu/initiatives/quality-enhancement-plan/TAMUQEPforWEB_021712.pdf)
By committing to lifelong learning and engaging in high impact learning experiences, students
increase opportunities to fully achieve the learning outcomes we have specifically targeted for
them:
Master the depth of knowledge required for a degree
Demonstrate critical thinking
Communicate effectively
Practice personal and social responsibility
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Demonstrate social, cultural, and global competence
Prepare to engage in lifelong learning
Work collaboratively
Texas A&M encourages students to intentionally select and commit to curricular and co-
curricular experiences that foster learning for a lifetime. Faculty who are considering how to
design high impact practices that will help Aggie students pursue the goal of committing to
learning for a lifetime will find many resources available at the university, including:
Center for Teaching Excellence (http://cte.tamu.edu/)
The QEP Aggies Commit description (http://provost.tamu.edu/initiatives/quality-
enhancement-plan)
University Writing Center's faculty pages at http://writingcenter.tamu.edu/for-
faculty/teaching-writing/ (for help with offering a writing or communication-intensive
course).
QUALITY ENHANCEMENT PLAN (QEP)
As defined by the Southern Association of Colleges and Schools (SACS), the Quality
Enhancement Plan (QEP) “describes a carefully designed course of action that addresses a well
defined and focused topic or issue related to enhancing student learning” and “should be
embedded within the institution’s ongoing integrated institution-wide planning”. The QEP must
be "forward looking" and "launches a process that can move the institution into the future
characterized by creative, engaging, and meaningful learning experiences for students." The
QEP is a key component of the reaffirmation process.
Characteristics of QEP -
Must focus on student learning (changes in knowledge, skills, behaviors, or values)
Must enhance student success
Must include broad-based participation in the identification of the topic or issue to be
addressed in the QEP
Must include careful review of best practices
Must include clear goals
Must specify realistic, measurable student learning outcomes
Must include allocation of adequate human and financial resources to develop,
implement, and sustain
Must include implementation strategies that include a clear timeline and assignment of
responsibilities
Must include a structure established for evaluating the extent to which the goals set for
the plan are attained
What the QEP should be -
Part of ongoing planning and evaluation
Linked to effectiveness, quality, mission
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Focused on well-defined issue(s)
Thorough and analytical
Engages the wider academic community
Action plan to improve student learning
What the QEP should not be -
A loose collection of “all things”
Sketchy descriptions of assessments
Lacking campus community buy-in
Missing linkages to student learning
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VISION 2020 : CREATING A CULTURE OF EXCELLENCE
TEXAS A & M UNIVERSITY
THE IDEA
On October 10, 1997 President Ray Bowen placed a stake in the ground. He proposed that Texas
A&M University strive to be recognized as one of the ten best public universities in the nation by
the year 2020, while at the same time maintaining and enhancing our distinctiveness. This goal
set in motion the efforts of more than 250 people on and off campus to determine where we are
now and how to narrow the distance between the place we are now and the goal President Bowen
has envisioned. This is the foundation of Vision 2020.
THE BEST
In order that a course might be charted to our goal, significant research was undertaken to
ascertain which public universities are regarded as “the best” and why. To identify qualitative
and quantitative attributes of superior public institutions, two approaches were taken. The first
was to consider the most prominent ranking systems and their results, as published by US News
& World Report and the National Research Council. Six institutions are currently ranked among
the nation’s ten best public universities by both of these sources: University of California –
Berkeley, University of Michigan, University of California – Los Angeles, University of North
Carolina – Chapel Hill, University of California – San Diego, and University of Wisconsin –
Madison. Comparisons are drawn between Texas A&M University and these six institutions at
many points throughout this document. In addition, a number of other universities were deemed
worthy of study, in order that all colleges and programs at Texas A&M University be accurately
measured against leading academic counterparts. These institutions are Georgia Institute of
Technology, University of California – Davis, University of Illinois – Champaign‐Urbana,
Pennsylvania State University, University of Minnesota, Ohio State University, Purdue
University, University of Florida, and University of Texas – Austin.
OUR STRENGTH
Many characteristics distinguish us nationally. We fare very well in our ability to attract
National Merit Scholars. Some programs, such as our nautical archaeology unit and its affiliated
Institute of Nautical Archeology, are the best in the entire world. Our chemistry program is
consistently identified as outstanding, the more remarkable for the dramatic growth it has
experienced in the last three decades. The colleges of Agriculture and Life Sciences, Business,
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Engineering, and Veterinary Medicine are frequently cited as among the very best in the nation.
Education for leadership is a fundamental and distinctive part of our campus life. Our ability to
engender an attitude of good stewardship marks us; we have the lowest ratio of administrative
to general costs of any university in the State of Texas. An expansive physical plant reminds us
of the intensity of our growth. We have many existing strengths in which we can and do take
pride. Our greatest strength, however, is our desire to be even better.
THE NEED
The need to improve is real. We are good but not good enough. We do not provide the resources
that the best public universities in America do to fuel quality teaching, research, and outreach.
Our faculty, while excellent, as a whole is not the equal of those at the best institutions in the
land, when measured by objective assessment. Many of our programs are very strong, as
evidenced by their national recognition; few of our humanities and social science programs,
however, have reached real strength. As an institution, we have accomplished much, but we
must not become complacent. We need to be better if we are to effectively serve our students,
the State of Texas, and the nation.
OUR CORE VALUES
Our core values have been re‐articulated and re‐affirmed during the extensive process of
reviewing our progress. We are dedicated to the search for truth. We hold the public trust sacred.
We seek excellence in all we do. We welcome all people. We desire the enlightenment brought
by true diversity and global interaction. We will manage ourselves to the highest standards of
efficiency and productivity. These powerful values undergird every aspect of our plan.
OUR MISSION
Our mission also has been clarified and affirmed. We seek academic, research, and service
excellence; teaching excellence; and leadership and citizenship development for our students and
all associated with the university. We expect managerial and service excellence from ourselves.
Our values and mission set high targets for the future of Texas A&M University.
OUR VISION
A culture of excellence will be the hallmark of Texas A&M University in 2020. Our energy and
boldness will distinguish us, guide our decision‐making, and empower us to continue to improve.
Our vision for 2020 addresses, through careful and honest analysis, our strengths and
weaknesses. It reflects a steadfast determination to build on strengths, eliminate weaknesses,
seek opportunities, and face threats creatively and energetically. We will create a culture of
excellence that fulfills the need for an institution with quality of the first order. In 2020 Texas
A&M University will be more distinctive than it is today. That distinctiveness will be created on
a foundation of quality that is widely recognized and measured by world standards.
THE TWELVE IMPERATIVES
The process of Vision 2020 produced hundreds of ideas supporting our goal. Almost all of these
suggestions have merit, and most earn acknowledgment in the body of this report. The precepts,
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focused goals, and measures can be summarized in twelve overarching ideas. We call these the
twelve imperatives.
1Elevate Our Faculty and Their Teaching, Research, and Scholarship
The world today is knowledge‐based and constantly changing. In such a world, the quality
research university is “a creator, organizer, preserver, transmitter, and applier of knowledge.”
The foundation of these functions is an excellent faculty in adequate numbers. We need to
increase substantially the size of our faculty (perhaps by half), and we must attract and retain
many more top scholars, teachers, and researchers. We will have to review and strengthen hiring
and tenure policies, enhance compensation, focus our scholarship, and transform our
administrative culture. We cannot achieve our goal without a nationally recognized faculty with
a passion for teaching and an academic environment that values and rewards innovation, great
ideas, and the search for the truth.
2 Strengthen Our Graduate Programs
We must have a shift in our thinking about the role of graduate education to attain the level of
excellence we desire. A substantially expanded graduate studies effort is critical to our
academic aspirations and to our effectiveness as a great research university. Outstanding
professors attract superior graduate students and, in many instances, the money to help support
their research. But these professors by themselves will not be enough. We must create a
dynamic, exciting, discovery‐driven intellectual environment that will draw superior graduate
students, comparable to those in the nation’s best graduate programs.
3Enhance the Undergraduate Academic Experience
The core of Texas A&M University must be a residential, learner‐centered community that attracts excellent students and provides quality learning and mentoring experiences. We must better prepare learners for lives of discovery, innovation, leadership, and citizenship by better inculcation of writing, thinking, and self‐expression skills. Texas A&M University is proud of its history of developing student leaders. Our co‐curricular programs are already an area of true distinctiveness, but we must continue to strengthen their substance and reputation and extend their benefits to a greater percentage of the student body. While our retention rate is the highest in Texas, it is low relative to the best national institutions; we must make an institutional commitment to graduate those we enroll. We must emphasize education more than training and significantly improve our student‐faculty ratio. We must provide more opportunity for intellectual exchange between distinguished faculty and undergraduates. Our recruiting should be more proactive and produce a more broadly representative student body. We need to expand our honors, study/live‐abroad, interdisciplinary studies, and course‐assistance programs.
4Build the Letters, Arts, and Sciences Core
Texas A&M University has historically placed less emphasis on the letters and arts. While many
of our basic science Disciplines are nationally acclaimed, the best public universities have
stronger and deeper liberal arts programs and a fuller range of such programs with a significantly
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higher institutional commitment. Such strengthening is necessary for the true, enduring education
of our graduates and the enrichment of their lives. It is abundantly clear that we will never be
seen as a premier institution nationally without a far stronger letters, arts, and sciences program.
5 Build on the Tradition of Professional Education
Undergraduate education in all areas, including professional education, has been our traditional
strength at Texas A&M University. At the heart of Vision 2020 is a belief that we will not only
sustain but also continually strengthen our professional programs at both the undergraduate and
the graduate levels. We expect that these programs will be the first (as some already are) to
represent Texas A&M University solidly and firmly in the top ten nationally. Our professional
programs must also recognize the necessity to prepare their graduates more broadly for entry into
a complex, changing, and unpredictable world.
6 Diversify and Globalize the A&M Community
The time has passed when the isolation of the Texas A&M University campus served a
compelling utilitarian function. Information, communication, and travel technology have
produced a highly connected global society. The ability to survive, much less succeed, is
increasingly linked to the development of a more pluralistic, diverse, and globally aware
populace. It is essential that the faculty, students, and larger campus community embrace this
more cosmopolitan environment. The university’s traditional core values will give us guidance
and distinctiveness, while preparing us to interact with all people of the globe. Texas A&M
University must attract and nurture a more ethnically, culturally, and geographically diverse
faculty, staff, and student body.
7Increase Access to Knowledge Resources
Despite recent progress, the intellectual assets represented by Texas A&M University library holdings are underdeveloped and must be increased. Coincidentally, we must recognize that the technology related to the storage, access, and distribution of knowledge resources has changed as much in the last decade as in the 550 years since the invention of movable type. Texas A&M University must invest rapidly, but wisely, to gain parity with its academic peers. It must lead, not just grow, in forcefully developing new methods and measures of success in this rapidly changing arena. The wedding of communications and computer technology will, no doubt, yield the most formidable change in academe by 2020. Texas A&M University must lead the adaptation.
8 Enrich Our Campus
The physical environment of our campus should be conducive to scholarly work and study.
Texas A&M University has an efficient and well‐maintained campus. However, during our rapid
growth over the past four decades, the physical unity of the campus has been diminished by the
presence of Wellborn Road and the railroad tracks. Innovative planning and bold leadership are
needed to redress this division for reasons of safety and convenience as well as aesthetics. West
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Campus has not maintained the human scale that exists on the Main Campus. Through judicious
planning we need to attain the same pedestrian‐friendly scale and green space that gives the
Main Campus its character. The use of large areas for surface parking needs to be reconsidered
so that the unity of the campus is maintained as new building occurs to accommodate growth.
As more of the university’s current land holdings are consumed by non‐agricultural uses,
acquisition of land on or near the Riverside Campus for agricultural development should be a
high priority.
9 Build Community and Metropolitan Connections
The way that we relate to the local community, Houston, and other metropolitan areas of the
state will have a powerful impact on Texas A&M University and the communities supporting
and supported by the university. In addition, it is critical that the community in which we live
provide opportunities for families to work and grow. Spouses need high‐quality employment
opportunities. Faculty and researchers need private‐sector sponsorships and commercialization
support. As we attract a wider range of people to Texas A&M University, the enrichment
provided through our connection to a large metropolitan area becomes increasingly important.
Correctly choreographed, such a connection gives us the best of both worlds.
10 Demand Enlightened Governance and Leadership
Great universities have a clearly articulated vision, a stimulating intellectual environment
populated by great faculty and students, and resources adequate to support quality offerings. One
other characteristic often contributes to greatness: enlightened leadership. Clear, cooperative
relationships between the university and the System must be the norm. To achieve our
aspirations, strong, enlightened, stable, and forward‐thinking leadership focused on academic
quality is essential. We have made progress, but we must guard it zealously. Regents must
continue to take the policy high ground. The System administration must acknowledge and
nurture Texas A&M University’s role as a comprehensive research university with national
peers. The university administration must be steadfast in its demand for quality in every decision.
And finally, the university administration must make decisions through a process characterized
by openness and appropriate faculty and staff participation. Our responsibility to the System as
its flagship must be evidenced in all decision‐making. Academic progress is fragile. Enlightened,
shared governance and leadership are elemental to its achievement.
11 Attain Resource Parity with the Best Public Universities
The combination of rapid population growth, demand for government services and difficult
economic times have placed a strain on the Texas treasury in recent years. A good and widely
dispersed university system has provided access to a growing college‐aged population. Access
alone is no longer enough. Texas must have a few universities that offer opportunities equal to
the best public universities, while taking complementary steps to maintain access. Competitive
peer states have long recognized the economic necessity of comprehensive research universities
in meeting the knowledge demands of an information society. States with the best universities
are currently investing twice as much funding per student as at Texas A&M University. Texas
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A&M University and the University of Texas are ideally positioned to achieve recognition as top
national institutions because of the state’s historical, constitutional financial commitment to
them. Texas may also need additional institutions of this caliber. The institutions designated to
fill this role must be acknowledged and supported in a way that is consistent with national
competition. They must be provided the flexibility and exercise the wisdom and courage to price
their offerings more in line with their value, while taking complementary steps to maintain
access. Finally, they must use their historical strength to generate more private capital. Texas
A&M University must attain resource parity with the best public institutions to better serve
Texas.
12Meet Our Commitment to Texas
Texas A&M University is a creation of the state and in its origin was designed to prepare
educated problem‐solvers to lead the state’s development. This fundamental mission, born out of
the land grant heritage of service, remains today. Texas A&M University’s aspiration to be
among the best public universities in the country resonates with this historical mandate. The
diverse population of Texas should have access to the best public education in America without
having to leave the state. Texas A&M University must also reach out even more to help solve
the most difficult societal problems, including those related to public education, crime, and the
environment, and must honor its heritage of enhancing the economic development of all regions
of the state. Texas A&M University, if it aspires to national prominence, must first stay
committed to Texas.
ACADEMIC MASTER PLAN - ACCELERATING EXCELLENCE AT TAMU
Vision 2020 has guided Texas A&M University’s progress since its formal adoption by The
Texas A&M University Board of Regents in May 1999. Growth in the number and expertise of
our acclaimed faculty, increased recognition of the value of the Texas A&M educational
experience, membership in the prestigious American Association of Universities, and other
significant achievements in our pursuit of Vision 2020, have placed Texas A&M in the top
echelon of the nation’s colleges and universities.
In the fall of 2008—with an eye toward the approaching halfway point in the timeframe for
Vision 2020 and several upcoming reporting initiatives, including the reaffirmation of
accreditation by the Southern Association of Colleges and Schools in 2012—Texas A&M
embarked on a new planning effort to achieve distinction in the remaining decade of Vision
2020. This effort, called the Academic Master Plan process, was intended to engage faculty,
staff, and students in a dialogue and internal assessment that would identify areas of opportunity
while realigning the commitment of the academic enterprise with the goals of Vision 2020.
The Academic Master Plan is the culmination of the work of the Academic Master Plan steering
committee and three Roadmap committees along with literally hundreds of people from the
campus community who participated in retreats, forums, surveys, meetings, dialogues, and
discussions over the last year. The Roadmap committees were charged with developing specific
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strategies to advance progress toward the imperatives of Vision 2020 in each of the primary
missions of modern public universities: teaching-learning, research, and engagement.
The Roadmap committees submitted their final reports by mid-June 2009. After review by the
Steering committee, an initial draft of the Academic Master Plan began to take shape. With
recognition that any planning document should be a living document that evolves continuously,
the initial draft was circulated for feedback to the Steering committee in September. After
subsequent reviews, we engaged the campus leadership in semester-long discussions about how
support for the plan should be integrated into the planning efforts of colleges and offices of
responsibility.
In addition, the campus leadership believed that many of the strategies identified in the initial
draft of the Academic Master Plan required more thorough discussion and guidance from the
campus community. To assist in refining these strategies, five task forces were formed. They
are: Campus Arts Programs, Enrollment Management, Faculty Performance Evaluation,
Graduate Student Experience and Athletic Program. The first four are facilitated by the Office of
the Provost and Executive Vice President for Academics, and an overarching assessment of our
Athletic Program is facilitated by the President’s Office.
The reports from these task forces combined with efforts that are in progress or were completed
in the last few years, such as the Task Force on Enhancing the Undergraduate Experience, Task
Force on Enlightened & Shared Governance, Council on Climate and Diversity, and Campus
Master Plan provide a wealth of information from stakeholders as well as the tools that will align
our endeavors with our commitment to the imperatives of Vision 2020 and form the foundation
for developing the university’s next five-year strategic plan.
(Source:http://provost.tamu.edu/initiatives/academic-master-plan/academic-master-plan-
accelerating-excellence).
Undergraduate Learning Outcomes
A student who graduates from Texas A&M University with a baccalaureate degree will have
acquired the knowledge and skills necessary to do the following:
1. Master the depth of knowledge required for a degree, including the ability to:
Articulate disciplinary and interdisciplinary theories, concepts, principles, skills, and
practices
Synthesize knowledge across courses and other experiences
Apply knowledge from core curriculum courses, discipline-based courses, and other
experiences in a range of contexts to solve problems and make decisions
2. Demonstrate critical thinking, including the ability to:
Evaluate, analyze, and integrate information from a variety of sources
Use appropriate strategies and tools to represent, analyze, and integrate information
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Develop critical, reasoned positions
3. Communicate effectively, including the ability to:
Demonstrate effective oral communication skills (which could include the use of
languages such as American Sign language for those who do not communicate orally)
Demonstrate effective writing skills
Demonstrate effective nonverbal communication skills (which could include appropriate
use of performance, design, or representations such as maps, tables, and graphs)
Listen actively and critically
Present work effectively to a range of audiences
Effectively communicate original and creative idea.
4. Practice personal and social responsibility, including the ability to: Practice ethical leadership
Recognize an ethical dilemma and apply rational decision-making in order to address it
Choose ethical courses of action in research and practice
Acknowledge and address the consequences of one’s own actions
Engage in local and global civic activities
5. Demonstrate social, cultural, and global competence, including the ability to:
Live and work effectively in a diverse and global society
Articulate the value of a diverse and global perspective
Recognize diverse economic, political, cultural, and religious opinions and practices
6. Prepare to engage in lifelong learning, including the ability to:
Exhibit the skills necessary to acquire, organize, reorganize, and interpret new knowledge
Show proficiency in current technologies and the ability to adapt to emerging
technologies
Recognize and participate in activities that enhance wellness of body, mind, and spirit
Formulate a plan of personal goals for continued professional growth
Demonstrate intellectual curiosity
STUDENT LEARNING OUTCOMES – MASTER ’S
A student who graduates from Texas A&M University with a master’s degree will:
1. Master degree program requirements, including Theories, concepts, principles, and
practice, and develop a coherent understanding of the subject matter through synthesis
across courses and experiences.
2. Apply subject matter knowledge in a range of contexts to solve problems and make
decisions.
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3. Use a variety of sources and evaluate multiple points of view to analyze and integrate
information and to conduct critical, reasoned arguments.
4. Communicate effectively.
5. Use appropriate technologies to communicate, collaborate, conduct research, and solve
problems.
Develop clear research plans and conduct valid (data supported), theoretically consistent,
and institutionally appropriate research.
Choose ethical courses of action in research and practice.
(Source: http://catalog.tamu.edu/pdfs/Master%27sOutcomes-1pg.pdf).
STUDENT LEARNING OUTCOMES – DOCTORAL
A student who graduates from Texas A&M University with a doctoral degree will:
1. Master degree program requirements, including theories, concepts, principles, and
practice; develop a coherent understanding of the subject matter through synthesis across
courses and experiences; and apply subject matter knowledge to solve problems and
make decisions.
2. Apply a variety of strategies and tools, use a variety of sources, and evaluate multiple
points of view to analyze and integrate information and to conduct critical, reasoned
arguments.
3. Communicate effectively.
4. Develop clear research plans, conduct valid, Data ‐ supported, theoretically consistent,
and institutionally appropriate research and effectively disseminate the results of the
research in appropriate venues to a range of audiences.
5. Use appropriate technologies to communicate, collaborate, conduct research, and solve
problems.
6. Teach and explain the subject matter in their discipline.
7. Choose ethical courses of action in research and practice.
(Source: http://catalog.tamu.edu/pdfs/DoctoralOutcomes-1pg.pdf)
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COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT VISION, MISSION AND VALUES
Vision Statement:
Transform lives through leadership and innovation in Education and Human Development.
Mission Statement
The College of Education and Human Development’s mission is to enhance equity in
educational achievement and health outcomes, to foster innovation and development, and to
influence policy and practice.
CEHD Strategic Priorities and Goals
Strategic Priorities
A. Enhance equity in educational achievement and health outcomes
Goals:
1. Generate new knowledge and support improved practice (translational research) to enhance
equity in educational achievement and health outcomes.
2. Recruit and graduate students who reflect the demographic character of the state and are
committed to enhancing equity in educational achievement and health outcomes.
3. Provide all CEHD undergraduate and graduate students an opportunity to engage with diverse
populations in U.S. and in international settings.
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B. Foster innovation and development
Goals:
4. Prepare leaders for innovation in educational, government, for-profit and non-profit
organizations.
5. Prepare research scholars for the professoriate (stewards of the profession).
6. Support outstanding P-20 STEM education through implementation of undergraduate and
graduate quality teacher preparation and STEM programs that reflect best practice and research-
based instruction.
7. Expand extramural grants and contracts activities.
C. Influence policy and practice
Goal:
8. Effective and expanded use of web-based and print media to disseminate impact of
CEHD’s scholarship, teaching, and engagement activities.
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT STRATEGIC PLAN
For a detailed strategic plan for the college see the following link: http://education.tamu.edu/sites/default/files/cehd-strategic-plan.pdf
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DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND HUMAN RSOURCE DEVELOPMENT VISION AND MISSION
Vision The vision of the College of Education and Human Development is to Transform Lives through
leadership and innovation in Education and Human Development. Likewise, the vision of the
Department of Educational Administration and Human Resource Development is to Transform
Lives through adult education, higher education administration, human resource development,
public school administration and technology management programs that we offer to our students.
Mission The mission of the Department of Educational Administration and Human Resource
Development it to prepare students to be leaders in school settings as well as non-school settings.
To achieve our mission, the faculty and staff in the department are guided by primary
commitments.
DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND HUMAN
RSOURCE DEVELOPMENT PRIMRY COMMITMENTS
EAHR Faculty Primary Commitments
Primary Commitment 1: We, the faculty of EAHR, are committed to creating a department
climate that is characterized by collaboration, collegiality, trust, safety, celebration, fun, and the
valuing of differences of many kinds.
Primary Commitment 2: We, the faculty of EAHR, are committed to creating a department
that is characterized by rigor in all of its processes, such as teaching and research, and by high
quality in all of its outcomes, such as its graduates.
Primary Commitment 3: We, the faculty of EAHR, are committed to demonstrating that
equity, diversity, and social justice are embedded in all we do, especially in terms of our own
community, the rigor of our processes, and the quality of our outcomes, and we are committed to
increasing equity, diversity, and social justice through private and public education policy,
communities, private and public organizations, and all areas of society in general.
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EAHR Staff Primary Commitments:
Primary Commitment 1: We, the staff of EAHR, are committed to having a strong, motivated
and dependable staff that works together as a team to build a productive, highly recognized,
organized and overall number one department.
Primary Commitment 2: We, the staff of EAHR, are committed to producing high-quality
work, customer service, valued communication, and support to all students, staff, faculty, and
other constituents.
Primary Commitment 3: We, the staff of EAHR, are committed to creating and maintaining a
supportive environment of safety, trust, and respect.
Priority Goals
To achieve the core missions of teaching, research and service, the following are our priority
goals as outlined in our 2010-2015 strategic plan:
Increase external funding to support our research and students (Grants, contracts, others)
Enrollment Management (Undergraduate and Graduate)
Increase in enrollment of students with diverse backgrounds (first generation,
underrepresented students, transfer students, non-traditional students, state, nation,
international) – Serve state, nation and the world.
Increase use of technology mediated instruction
Offer quality online and on campus education
Prepare our students for the professoriate
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DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND HUMAN RESOURCE DEVELOPMENT
STRATEGIC PLAN 2010-2015
The vision of the College of Education and Human Development at Texas A&M is “We Transform
Lives.” In line with this vision, the Department of Educational Administration and Human Resource
Development held its annual strategic planning meeting on Friday September 3, 2010. The main
objectives of the EAHR 2010-2015 strategic plan are to: (1) determine where we are going as a
department in the light of the economic environment in which we are operating (2) provide a sense of
direction and continuity in our three core missions of teaching, research and service, and (3) provide us
with an opportunity to take a proactive stand on the priority goals identified. The EAHR 2010-2015
strategic plan has priority goals which were developed based on the College of Education and Human
Development five year strategic plan and the University’s Academic Master Plan. The goals fall in four
domains including: undergraduate education, graduate education, research and engagement. As outlined
in our 2010-2015 strategic plan, achieving excellence in our core missions of teaching, research and
service requires effective enrollment management with a focus on the recruitment and retention of
students from diverse backgrounds, preparing our graduate students for the professoriate, seeking of
external funding to support our research, students and instructional and learning activities and using
technology in the design and successful delivery of our degree programs.
Undergraduate Education Goals
Implementation Strategy Implementer Indicators of Achievement
Enrollment Management
Continue previous strategies:
Review the Enrollment Management Plan; update as needed. Publish detailed enrollment requirements; review and update as needed. Maintain webpage Develop uniform requirements across EAHR Staff to be liaison between faculty and students Increase enrollment requirements for change of major applicants to match the requirements for transfer students
Clinical Faculty and Advisors Academic Advisors Advisors ( Avery and Michael) Program chair work with the Dean for Academic Affairs Advisors Program chair and advisors
Increase in enrollment of students with diverse backgrounds such as first generation, students of color, transfer students, non-traditional students Reduction in the number of inquiries from prospective students on enrollment requirements Frequency in use of our Webpage Increase in graduation rates among the students enrolled
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Enhance technology and incorporate universal teaching design in undergraduate courses
Continue previous strategies: Provide information for faculty via professional development
Collect data to measure effectiveness (mid-term assessment) New strategies:
Review data results and compare across semesters Provide professional development for faculty Incorporate new tools (iClickers) Utilize Webcams Utilize technology software (Camtasia, etc.) Increase number of online courses; amount of web support of face-to-face courses
Drs. Gundy and Farnsworth Dr. Sandlin post survey; collect data and distribute to faculty All faculty Program Chair
All faculty teaching undergraduate Department support
Increase in multiple pathways of instruction and learning strategies as a result of training provided to faculty and teaching assistants. Increase in percentage of course sections offered via distance education Increase in the number of training provided to faculty and Teaching Assistants
Graduate Education
Implementation Strategy Implementer Indicators of Achievement
Prepare Ph.D. students for success in research professoriate
Demonstrate a positive yearly trend in numbers of Ph.D. students enrolled Provide more co-teaching experiences for all Ph.D. students Engage Ph.D. students to a greater degree in scholarly activities (i.e., publishing, conference presentations Broaden recruitment efforts of full-time Ph.D. students nationally and internationally Forge connections with other colleges to increase accessibility and availability of courses to Ph.D. students Encourage a more thoughtful selection of coursework
Graduate faculty; student advisors/chairs Graduate faculty; student advisors/chairs Graduate faculty; student advisors/chairs Program chairs; clinical faculty; former students Dean of college; department head; individual faculty Graduate faculty; student advisors/chairs; students
Positive yearly trend Positive yearly trend Positive yearly trend Positive yearly trend Increase in accessibility and availability of courses Ensure relevance of coursework to research interests Increase in number of articles co-authored by students and faculty in peered reviewed journals
Manage Enrollment –PhD, M.S.
Maintain or increase staffing Decrease doctoral load and increase masters program enrollment
Department chair; program chairs Department chair; program chairs; graduate faculty; clinical faculty
Sustain or increase number of faculty Offer more distance education options; be more discerning in student acceptance; clinical faculty should assume greater responsibility in marketing program
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Program Evaluation
Emphasis on quality Emphasis on competitiveness and collaboration
Graduate faculty; student advisors/chairs Graduate faculty; student advisors/chairs
Positive yearly trend in students transitioning to academia Positive yearly trend in students transitioning to academia
Research Goals
Implementation Strategy Implementer Indicators of Achievement
Increase external funding
Extend collaboration Utilize new grant person 3. Discuss opportunities for grantsmanship in program meetings
All higher ed. Faculty Program chair, Windi Hollis, new grants person Program chair
More applications (frequency), more funding How many GA’s we support on soft money 25% more funding overall 2-year period
Increase interdisciplinary partnerships across disciplines and among corporate, state and federal entities.
Make people aware of affiliated faculty status. Design recognitions for such partnerships Utilize social networking tools to increase collaboration with other who have similar research interests. eg., academia.com
Individual faculty members
Charlie Johnson
Extent to which we partner with other units, assemble over 2-year periods
Utilize discretionary resources to support research initiatives of our faculty
Involve budget staff in
financially planning grant
budget.
Recognize staff as a resource Recognize other faculty as resources
Budget personnel, faculty
More costs covered by external funds Staff costs built from the start
Engagement Goals
Implementation Strategy Implementer Indicators of Achievement
Increase use of technology mediated instruction for the purpose of increasing potential students and providing academic enrichment and development for outside constituents
Increase K-12 courses online Training of faculty and staff on online skills Identify and communicate college’s online resources Feasibility study of expanding undergraduate offerings on workforce development in collaboration with Blinn.
Mario Torres Fred Nafukho/ Tech GA’s Becky Carr Ann Gundy
50% of masters courses will be developed to be online within a year All faculty and staff trained Information communicated to faculty and staff Feasibility plan developed
Publicize data to constituents
Develop a process to regularly collect data, i.e., their current position, on our graduates.
Fred, Marie Shelfer, Kara and Jenna
Database is set up and 25% of our graduates are on the database
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Identify funding strategies for the development and implementation of innovative programs and outreach
Current efforts include ALI, Aggie STEM Center, International HRD program, TCALL Explore doctoral cohort collaboration with Lone Star College
Each program has its own implementer Fred Bonner
These programs already exist Decision on go/no go
Strategic Planning Improvements made since the 2006 Academic Program Review
1. Clarity in linking the University Strategic Planning to the College of Education and
Human Development and the Department of Educational Administration and Human
Resource Development.
2. Shared leadership in the department with the appointment of three Associate Department
Heads and Program Chairs.
3. Intentional strategic planning efforts at department level with clearly stated priorities
which are supported by resources provided by university, college, and department.
Faculty extramural funding activities also support the identified priorities.
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EAHR ADMINISTRATION
Fred Nafukho
Beverly J. Irby
Department Head
Yvonna Lincoln
Distinguished Professor, Associate Department Head and Chair of the Higher Ed Program
Homer Tolson
Professor, Associate Department Head and Chair
of the K-12 Program
Senior Professor, Associate Department Head and Chair of the AEHRD Program
Ann Gundy
Clinical Associate Professor and Chair of the Undergraduate
HRD Program Clinical Associate Professor and Director of the SAAHE Program
Kelli Peck Parrott
Marie Shelfer Joyce Nelson
Business Administrator I
Director of Academic Advising
Jessica Alvarado
Senior Office Associate
Mary Henderson
Senior Office Associate
Rebecca Kubena
Business Coordinator II
Susan Sassano
Business Coordinator I
Avery Pavliska
Senior Academic Advisor I
Brynn Ruiz
Academic Advisor
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ACADEMIC LEADERSHIP TEAM
DEPARTMENT HEAD Dr. Fredrick M. Nafukho serves as Professor and Department Head in the Department of Educational
Administration and Human Resource Development, College of Education and
Human Development at Texas A&M University. Dr. Nafukho earned his Ph.D. in
Human Resource Development from Louisiana State University in 1998. He joined
the Department of Educational Administration and Human Resource Development
at Texas A&M University as an Associate Professor in August 2007. Dr. Nafukho
teaches courses in Adult Education and Human Resource Development. He has
designed and successfully delivered online and blended courses for over ten years.
Dr. Nafukho received the Fulbright Fellowship in 1996, Distinguished International
Scholar Award, Louisiana State University in 1997. Arkansas Business Teacher
Educator of the Year Award in 2004, Cutting Edge Award for the Outstanding Papers, Academy of
Human Resource Development (with his student Dr. Carroll C. Graham) in 2005 and Outstanding New
Faculty Award, CEHD at Texas A&M University in 2008. Dr. Nafukho’ s research interest focus is on
adult learning, emotional intelligence and leadership development, organizational learning and
performance improvement, evaluation in organizations, and investment in human capital development. He
is co-author of Foundations of adult education in Africa (2005, Pearson Education &UNESCO) and
Beverly Irby, Associate Department Head and Chair, K-12
Public School Administration Program
Yvonna Lincoln Associate Department Head and Chair, Higher Education
Program
Department Head
Fredrick M. Nafukho
Ann Gundy Chair,
Undergraduate HRD/TCM Program
Homer Tolson Associate Department Head
& Chair, Adult Education & Human
Resource Development Program
Kelli Peck-Parrott, Director, SAAHE
Program
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Management of Adult Education Organizations in Africa (2011, Pearson Education & UNESCO). In
addition has authored or co-authored 17 book chapters and 41 refereed journal articles. He has served as a
consultant with the UNDP, WHO and UNESCO and as a lead consultant for 15 Southern African
Development Community (SADC) countries on a Four Sector Open and Distance Learning (ODEL)
Research Project. Dr. Nafukho has received over $690,000 in funding to support research related to
human capital development, performance improvement in organizations, leadership development, design
and successful delivery of e-learning programs.
ASSOCIATE DEPARTMENT HEAD AND PROGRAM CHAIR, ADULT EDUCATION AND
HUMAN RESOURCE DEVELOPMENT
Dr. Homer Tolson serves as Associate Department Head and Program Chair, Adult
Education and Human Resource Development. Dr. Tolson earned his Ph.D. (Physical
Education) from Purdue University in 1968. He joined the Department of Health and
Physical Education at Texas A&M University as an Assistant Professor in September
1968. He was promoted to Associate Professor in 1973 and to Full Professor in 1980.
He has earned the reputation of “master teacher” and received the Association of
Former Students college level Distinguished Teaching Award in 1982, 1994 and 1994.
Dr. Tolson is now a Senior Professor in the department of Educational Administration
and Human Resource Development (EAHR). He teaches courses in statistical analysis
and research design. Dr. Tolson also serves as the Managing Director of the International Human
Resource Development program with MS programs in Saudi Arabia and a proposed program in
Singapore. His research interest focus is structural equation modeling in Human Resource Development.
ASSOCIATE DEPARTMENT HEAD AND PROGRAM CHAIR, K-12 PUBLIC SCHOOL
ADMINISTRATION
Dr. Beverly J. Irby serves as Associate Department Head and Program Chai, K-12
Public School Administration. Dr. Irby earned her Ed.D. (Education) from the
University of Mississippi in 1983. She joined the Department of Educational
Administration and Human Resource Development at Texas A&M University
(TAMU) as a Full Professor in September, 2013, has been approved graduate
faculty at TAMU since 2001, and has developed and taught courses in research and
curriculum for special programs, educational administration, instructional
leadership, and research. She has earned the reputation of an excellent professor andDr. Irby’s mentored
students have garnered numerous research awards. She was selected as a national UCEA David Clark
Scholar Mentor and a two-time Piper Professor Nominee. She has a graduate student scholarship and has
the Brown and Irby Center for Research and Doctoral Studies in Educational Leadership in her honor at
Sam Houston State University (Texas). Dr. Irby’s research focus is that of social responsibility for
instructional leadership; theory development/validation; women’s leadership; gender equity; early
childhood, bilingual/ESL, gifted, and science education; online learning; reflective practice portfolios;
international leadership; principal and teacher evaluation/professional development; program evaluation;
and various research techniques including bricolage. A national/international speaker, she and her
research group have developed studies and garnered over $35,000,000 in grant funding. She developed
the Hispanic Bilingual Gifted Screening Instrument and the Synergistic Leadership Theory. Dr. Irby, who
holds the Texas State University System Regents Professor since 2009, has several awards and honors
among which are Bilingual Research Journal Senior Reviewer 2012, AERA Educational Researcher
Reviewer 2010, AERA Research on Women and Education Information Age Publishing Legacy Award
2012, Editor of Mentoring and Tutoring Journal, Board of Reviewers for ELCC, and AERA Willystine
Goodsell Award 2005.
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ASSOCIATE DEPARTMENT HEAD PROGRAM CHAIR, HIGHER EDUCATION
ADMINISTRATION
Dr. Yvonna S. Lincoln serves as Associate Department Head and Chair, Higher
Education Program. Dr. Lincoln earned her Ed.D. in (Higher Education
Administration) from Indiana University-Bloomington in 1977. She joined the
Educational Administration and Human Resource Development Department at Texas
A&M in July 1991 as a Professor. Dr. Lincoln teaches courses in organizational
theory, the history of American higher education, and qualitative research methods.
She developed three new courses, including the introductory and advanced
qualitative methods courses. Dr. Lincoln’s research interests include new paradigm
inquiry, the role of libraries in the 21st century Research Intensive university, and the
impact of neoliberalism and managerialism on faculty worklife and academic accountability. She is the
co-author of Naturalistic Inquiry, which lays out the philosophical foundations of new-paradigm inquiry.
Dr. Lincoln received the Sidney Suslow Award for theoretical contributions to evaluation theory, the
Research Achievement Award and the Howard Bowen Award for Lifetime Professional Achievement
from the Association for the Study of Higher Education (2002), and the Lifetime Achievement Award
from the International Congress on Qualitative Inquiry (2011), as well as having received the Research
Achievement Award twice from A&M’s Association of Former Students.
DIRECTOR, STUDENT AFFAIRS ADMINIOSTRATION IN HIGHER EDUCATION
Dr. Kelli Peck Parrott is the Director for the Student Affairs Administration in
Higher Education Masters Program and a Clinical Associate Professor. She
earned her Ph.D. in Educational Administration from Bowling Green State
University in 2000, with an emphasis in higher education law. She joined the
Educational Administration and Human Resource Development Department as a
Visiting Assistant Professor in 2001. Dr. Peck Parrott teaches courses in
Student Affairs Administration and Higher Education. She has been the recipient
of several teaching awards including the TACUSPA Faculty Member of the Year
in 2011, the Texas A&M University Graduate Student Council Faculty Teaching Excellence Award in
2009, the SAAHE Faculty Member of the Year, and was honored as a TAMU Fish Camp Namesake.
Kelli’s research interests include student development and generational differences in the workplace.
Kelli is active in the National Association of Student Personnel Administrators (NASPA) and serves as on
the NASPA Regional III Summer Symposium Committee; serves on the editorial board for the Texas
Association of College and University Student Personal Administrators Journal, Student Affairs on
Campus; served on the editorial board for the NASPA Journal; and served for several years as the Chair
of the Research Committee for the Association for Student Judicial Affairs. Additionally, she has been
awarded the ACUHO-I Journal of College and University Student Housing Betty L. Harrah Manuscript of
the Year and the Association of Student Judicial Affairs Dissertation of the Year Award.
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PROGRAM CHAIR, UNDERGRADUATE HUMAN RESOURCE
DEVELOPMENT/TECHNOLOGY MANAGEMENT
Dr. Ann Gundy received her Ph.D. in Human Resource Development from Texas
A&M University in 1999. She joined the Department of Educational Administration
and Human Resource Development as a Research Assistant in 1994; was appointed an
assistant clinical professor in 2002 with the implementation of the Undergraduate
Program for Human Resource Development and Technology Management. Focus
areas of teaching included Adult Learning Principles, Career Development, and the
academic component of the required undergraduate internship. She developed new
courses as the degree program was initiated as well as updated and converted courses to an online format.
Dr. Gundy received the Texas A&M Former Students Association‘s Distinguished Service Award for
Excellence in Teaching, College Level in 2007. Her research interests have focused on program
evaluation with nineteen years of experience in evaluation of technology implementation projects and
family literacy projects. She is a Texas State approved Even Start Family Literacy evaluator.
ADMINISTRATIVE SUPPORT
BUSINESS ADMINISTRATOR I
Marie Shelfer is the office manager, monitoring expenditures for department budget,
managing various state accounts, reconciling all accounts monthly, and preparing
monthly budget report; works regularly with Dean’s fiscal office to track flow-through
of various funds; assist with the calculating of annual merit for faculty and staff and
annual professional development for faculty; processing of all hires (faculty, staff,
graduate assistants); assists with faculty searches, coordinates the annual faculty
evaluation process, annual submission of faculty vita to Dean’s office, graduate faculty
submissions, joint faculty appointments, and Faculty Development Leave program;
coordinates preparation and submission of 3rd
-year review and tenure and promotion
packets; assists with unit or division level administration as needed.
BUSINESS COORDINATOR 11
Rebecca Kubena enters and reviews purchase and travel vouchers and requisitions
through CONCUR and AGGIEBUY for all computer equipment for both faculty and
staff; responsible for creating inventory numbers for new equipment and assists with
annual inventory verification. monitors and reconciles accounts; assists with the
monitoring of grants and the budgets. Log and deposit checks. Communicates cash
handling procedures; investigates errors on transactions and recommends appropriate
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corrective action; responds to inquiries from vendors and Financial Management Services. Enters
departmental scholarships and fellowships. Serves as mentor to other staff
BUSINESS COORDINATOR I
Susan Sassano enters and reviews purchase and travel vouchers, monitors and
reconciles accounts; assists with the monitoring of service grants and the budgets.
Logs and deposit checks as needed. Communicates cash handling procedures;
investigates errors on transactions and recommends appropriate corrective action;
responds to inquiries from vendors and Financial Management Services. Responsible
for billing departmental accounts for supplies, mailing and copy charges, process
registration and assist as needed with coordination of activities associated with
conferences, continuing education and distance education. Maintain procurement card
logs, purchases and reconciliations, prepare physical plant work orders and telecommunication work
orders. Maintain key control for the department.
SENIOR OFFICE ASSOCIATE
Mary Henderson provides administrative support for EAHR faculty in specialized
activities or projects, plans and provides logistical and administrative support for
events, meetings or other special functions, including on-site support, provides
agendas and staffing assistance to meetings as requested. Designs and aides in
formatting and constructing departmental website, provide assistance with departmental flyers and
brochures. Complete travel reimbursement, entering purchase vouchers and requisitions as required for
faculty, staff and graduate students. Logs and deposits checks if required. Provides travel support for PI
and staff in ELRC. In charge of taking pictures at all departmental functions and posting the pictures on
the web site as assigned. In-charge of managing the departmental web site by updating it as requested.
Logs and deposits checks if required.
SENIOR OFFICE ASSOCIATE
Jessica Alvarado Serves as office receptionist and provides general information and
referrals; answer departmental telephone and screen calls; assists in resolving complex,
highly sensitive and confidential administrative matters; prepare routine
correspondence, provides administrative support for specialized activities or projects;
plans and provides logistical and administrative support for events, meetings or other
special functions, including on-site support, provides agendas and staffing assistance to
meetings; applies and interprets and communicates University policies and procedures
and serves as a resource for such. Creates and maintains administrative databases and listservs'; open and
close office each day. Schedule appointments and travel arrangements for Department Head; and keeps
departmental travel calendar, tracks and monitors department inventory and offices. Other duties as
required.
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ACADEMIC ADVISING TEAM
DIRECTOR OF ACADEMIC ADVISING
Joyce Nelson is the initial contact for prospective students, advise current and
prospective students regarding admission, transfer, degree requirements, course
selections, etc., guides students to appropriate offices (undergraduate and graduate) in
issues related to grievances, etc., serves as main liaison for higher education
administration/student affairs graduate students, conduct mandatory new student
orientation for graduate students, assist students in registration process, degree plan
submission, petitions, change of curriculum, scheduling of graduate required exams,
advise students regarding degree program, department and university requirements,
monitor graduate students progress, conduct degree audits to ensure students are eligible for appropriate
exam and/or graduation, interpret department, college and university policies and procedures to ensure
that faculty and students are provided correct information. Update/maintain faculty workload reports
each semester; oversee course scheduling and assist in classroom assignments.
SENIOR ACADEMIC ADVISOR I
Avery Pavliska Advises students on degree programs, academic schedules, course
schedules, course planning and selections, major options, and career and educational
goals; serves to facilitate the application and admission of students; advises student
academic, probationary, and financial concerns and determines possible course of
action. Provides academic advice to undergraduate and graduate students; visits other
campus sights to distribute information concerning University programs and
opportunities; advises or refers students and prospective students in areas concerning
college admissions and readmission, professional concerns, housing, financial aid and
student services. Primary responsibility for graduate students is K-12 program, primary responsibility for
undergraduate students – Human Resource Development and Technology Management majors. Uses
COMPASS for student registration, course prerequisites, etc., maintains records of student contacts.
Design, develop and maintain EAHR website by adding additional content, textbook information, course
syllabus, images related to department, faculty/staff spotlights.
ACADEMIC ADVISOR II
Brynn Ruiz advises HRD and TCM Undergraduate Students, advise HRD and AdEd
Graduate Students, order textbooks each semester, collect syllabi from faculty, advises
students on degree programs, academic schedules, course schedules, course planning
and selections, major options and career and educational goals; serves to facilitate the
application and admission of students; advises student with academic, probationary and
financial concerns and determines possible courses of action, provides academic advice
to undergraduate and graduate students; advises or refers students and prospective students in areas
concerning college admission and readmission, professional concerns, housing, financial aid, student
services.
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GOVERNANCE
The department of Educational Administration and Human Resource Development is committed
to the principle of shared governance where input for decision making purpose is sought from
students, faculty and staff. Since 2006 when the Academic Program Review (APR) was
conducted, the EAHR department has undergone changes in its leadership. The present
leadership of the department encourages faculty and staff to work together cooperatively and
collaboratively. The leadership supports faculty and staff by encouraging a good working climate
and ensuring respect and trust for each other. The department continues to promote and to
develop collaborative and competitive processes aimed at optimally utilizing student, faculty and
staff talents. As a department, we recognize the importance of creating a supporting learning and
working climate. We believe that the most valuable resource of the EAHR department are its
students, staff and faculty, hence the need to create a culture that values people and recognizes
them for their uniqueness and generation of ideas.
For the EAHR department to achieve a culture of responsiveness, the faculty believe in sharing
ideas and encourage collaborative ownership of opportunities, responsibilities, and challenges.
Faculty and staff believe in building long term relationships, participatory decision making
grounded in consultations and promoting a leadership to encourage and nurture each other. As a
department, we value and encourage:
The development of collaborative and competitive learners
The development of collaborative and competitive paradigms and perspectives of
learning
The development of collaborative and competitive processes
The development of collaborative and competitive policies and procedures
Additionally, the present leadership has continued its role to support the Department and the
College of Education and Human Development‘s vision of “We Transform Lives”. Thus, the
department head in collaboration with his associate heads and program chairs continues to
implement the mission and goals of the department. To insure a common thread from the college
to the department, the faculty and the department’s leadership are guided in their operations by
department’s faculty and staff primary commitments discussed under vision and mission section
of this document.
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DEPARTMENT, COLLEGE AND UNIVERSITY COMMITTEES
EXECUTIVE COMMITTEE
COMPOSITION:
The Executive Committee (EC) is comprised of the Department Head, Associate Department
Heads and Program Chairs, Undergraduate Program Chair, Administrative Coordinator, and the
Director of Academic Advising.
ROLE:
The EC provides faculty and staff input to the Department Head regarding the operation of the
department on issues such as enrollment management, academic and administrative decisions,
new funding ideas and entrepreneurial initiatives.
TENURE AND PROMOTION COMMITTEE
COMPOSITION:
The Tenure and Promotion Committee is comprised of all tenured Associate Professors and Full
Professors in the department. The committee is chaired by an elected Full Professor. Tenured
Full Professors participate in all tenure and promotion decisions while tenured Associate Professors
participate in tenure and promotion decisions to the Associate Professor level.
ROLE:
Members of the Tenure and Promotion Committee review materials and the external reviewers’
letters, discuss each case and vote. The committee then forwards its recommendation regarding
tenure and promotion to the department head.
TENURE AND PROMOTION REVIEW SUB-COMMITTEE
COMPOSITION:
Comprised of three tenured faculty members. Tenured Full Professors participate in all tenure and
promotion decisions while tenured Associate Professors participate in tenure and promotion
decisions to the Associate Professor level.
ROLE:
The TPR Sub-Committee reviews the faculty member’s materials and the external reviewers’ letters
and prepares summary reports on Teaching, Research and Service activities to be distributed to the
Departmental T&P Committee. In particular, each report will state whether the record in that area is
appropriate to a successful review for promotion to associate professor with tenure (in the case of
assistant or associate professors going up for promotion and tenure or tenure, respectively).
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PEER REVIEW EVALUATION COMMITTEE
COMPOSITION:
Comprised of three tenured faculty members from our graduate programs in the department.
ROLE:
State law require that each tenured faculty member undergoes peer evaluation as part of their
post-tenure review at least every 6 years (University rule 12.06.99.M1 http://rules-
saps.tamu.edu/PDFs/12.06.99.M1.pdf). On January 18, 2012 the Executive Committee (EC)
decided that we incorporate peer review in our annual review instead of having to wait for six
years. This decision was approved by all tenure track and tenured faculty in the department. The
departmental peer review committee reviews the annual evaluation (A1 report) for all tenured
faculty, their long CVs and their teaching evaluations. A report is then submitted to the
department head who then shares it with the respective faculty member.
CLINICAL FACULTY PROMOTION COMMITTEE
COMPOSITION:
A committee of 4-6 Clinical Professors is formed each year to serve as the Clinical Professor
review and promotion committee. In cases where there are an insufficient number of Clinical
Professors available within the department to comprise a committee, Clinical Professors from
other departments within the CEHD and tenured faculty members can serve on the committee.
The committee must be chaired by a Full Clinical Professor in EAHR if the individual is being
considered for promotion to Full Clinical Professor. The committee functions much like the
Tenure and Promotion committee and evaluates Clinical Professors for a 3rd year review, and
promotion cases.
ROLE:
Reviews promotional dossier and makes recommendation to the department head.
CLINICAL FACULTY PEER REVIEW COMMITTEE
COMPOSITION:
The Clinical Faculty Peer review committee is comprised of all clinical faculty in the
department.
ROLE:
Committee members review all the A1 evaluation reports, CVs and teaching evaluations reports.
The chair of the committee then submits a review report to the department head.
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EAHR CLIMATE COMMITTEE
COMPOSITION:
The committee is comprised of elected tenure track, tenured, and clinical faculty and staff.
ROLE:
Develop plans to address climate issues in the department.
RESEARCH COURSE SEQUENCH COMMITTEE
COMPOSITION:
Faculty from each program in the department.
ROLE:
Regularly review the qualitative and quantitative research course offerings in the department and
make any changes as needed.
QUALITY ONLINE TEACHING COMMITTEE
COMPOSITION:
The committee is comprised of tenure-track, tenured, clinical faculty and a member from the
Academic Advising team.
ROLE:
Develop benchmarks for our online courses by developing elements of quality online courses
based on Quality Matters rubric. Explore and recommend strategies for engaging students in
online and blended courses. Develop recruitment strategies for recruiting students nationally and
Internationally for our online courses.
FACULTY GOVERNANCE REPRESENTATION
UNIVERSITY FACULTY SENATE
The DEPARTMENT OF EAHR has 1 elected representative serving on the Faculty Senate.
CEHD FACULTY ADVISORY COUNCIL
The FAC has one faculty senate representative and one elected member from EAHR. The chair
of SAC for 2013/2014 Academic year is a faculty in the department.
CEHD GRADUATE COUNCIL COMMITTEE
The Department of EAHR has one elected representative who serves on this committee.
CEHD COUNCIL OF PRINCIPAL INVESTIGATORS
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The Department of EAHR has several Principal Investigators serving on the CEHD and
university CPI.
Governance Improvements made since the 2006 Academic Program Review
Department holds a monthly departmental meeting which includes all faculty and staff in
the department.
Students, faculty and staff actively involved in shared governance through representation
on several committees and involvement by providing input.
Graduate Students Advisory Council is well represented and very active in serving the
graduate students.
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RESEARCH CENTERS AND INSTITUTES
CENTERS AND INSTITUTES
TEXAS CENTER FOR THE ADVANCEMENT OF LITERACY AND LEARNING (TCALL)
What is TCALL? http://www-tcall.tamu.edu/
Texas Center for the Advancement of Literacy & Learning (TCALL) is a Center of the College
of Education & Human Development, and organizationally a component of the Department of
Educational Administration & Human Resource Development. TCALL was established by the
Texas A&M Board of Regents in 1989 with the purpose of helping to reduce the incidence of
adult illiteracy in Texas. As the state literacy resource center, TCALL's purpose has evolved into
responding to the needs of those who provide literacy services to Texas’ adult literacy and family
literacy learners, through a variety of service and research activities. TCALL’s major funder for
its Statewide Adult & Family Literacy Clearinghouse Project is an adult education state
leadership activity grant, supported at the state level by U.S. Department of Education funds
authorized under the federal Workforce Investment Act.
TCALL outreach – Where does TCALL serve and how?
Through its Adult & Family Literacy Clearinghouse Project, TCALL serves a statewide
constituency of adult and family literacy providers and educators. Clearinghouse Project services
are available to instructors, leaders, and stakeholders associated with nonprofit adult and family
literacy programs that receive federal/state adult education funds; as well as non-government-
funded community-based, volunteer, and faith-based literacy programs and correctional
education providers. Those services include:
Resources, Communication and Networking For literacy programs, educators & researchers, the Clearinghouse Project provides moderated
email discussion lists/groups, Texas Adult & Family Literacy Quarterly free publication,
resource library, websites, training calendars, & discount ordering of BEST Test materials.
Literacy Provider Directory & Literacy Hotline For adults seeking literacy services and literacy programs seeking potential community partners,
the Clearinghouse Project maintains a web-based, searchable Directory of Adult & Family
Literacy Providers and a toll-free Literacy Hotline for referrals. Research in Support of Literacy Practice Field-based research activities in support of effective literacy program practice and professional
development; dissemination of information on evidence-based practices. Literacy Volunteer Training Initiative & TOLD Data System Development for CBO
Programs
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Resources to improve instructional quality and data management in volunteer, community-based
& faith-based literacy programs that do not have access to state funds for professional
development or to the TEAMS data system. Logistical Support to State Adult Education Leadership
Statewide meeting arrangements & registration in partnership with TALAE (Texas Association
for Literacy & Adult Education).
TCALL Clearinghouse Project Goals and Budget
The Project’s major goals include:
Provide a central point for statewide dissemination of information and resources.
Enhance statewide networking and communication among literacy practitioners and
others involved in the adult literacy field by using technology-based communications.
Conduct research and disseminate findings about current issues in adult literacy in Texas.
Support the professional development aims of the state adult education office and the
regional Project GREAT Professional Development Centers.
Provide representation from Texas for national initiatives designed to involve or serve
State Literacy Resource Centers.
The 12-month project budget for 2012-2013 was $1,315,000.
DIRECTOR OF TCALL Harriet Vardiman Smith is Director of TCALL and its funded project, the Adult &
Family Literacy Clearinghouse. She holds a Master of Science in Educational
Administration & Human Resource Development, specializing in adult learning and a
Bachelor of Science in Educational Curriculum and Instruction (both from Texas
A&M University). Ms. Smith manages service and research activities of Texas Adult
and Family Literacy Clearinghouse Project; moderates statewide email discussion lists
for adult literacy administrators, family literacy practitioners, and teachers of adults, as
well as other special-purpose email discussion lists; coordinates collaboration with
other statewide initiatives, i.e., Project GREAT, Credential Project, Workforce
Collaborators, Religiously-affiliated Literacy, Literacy Texas, Texas Association for Literacy and Adult
Education, and others as needed; and she represents TCALL in national partnerships (such as National
LINCS), advisory committees or taskforces, as needed.
PROGRAM COORDINATOR
Federico Salas-Isnardi is TCALL’s Program Coordinator, serving as Adult Literacy
Specialist for all activities of the Center. He is a Ph.D. student in Adult Education at
Texas A&M University, College of Education and Human Development and holds a
Master of Arts Applied English Linguistics and a Bachelor of Arts in English
Linguistics with a minor in Spanish (both from University of Houston). Mr. Salas-
Isnardi’s duties include: national initiative liaison; email discussion list and virtual
community moderation; information collection and dissemination; website content
editor; support to research activities; support to Literacy Volunteer Training
Initiative; and professional development reference.
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PROGRAM MANAGER
Kenneth L. Appelt is TCALL’s Program Manager specializing in Professional
Development. He holds a Master of Arts in Communication Research (University of
Iowa) and a Bachelor of Fine Arts in Communication Arts (Southern Methodist
University). Mr. Appelt manages the Volunteer Training Initiative activities and
budget; supports research activities of Clearinghouse Project related to professional
development or statewide initiatives; coordinates special statewide professional or
program development initiatives in collaboration with Center Director and state
leadership; serves on Editorial Board of the Texas Adult & Family Literacy Quarterly
publication; and periodically writes articles for The Quarterly.
ASSOCIATE EDITOR
Peggy Sue Hyman is TCALL’s editor for publications. She holds a Master of
Science in Educational Psychology specializing in gifted and talented education and
a Bachelor of Science in English with a minor in Management (both from Texas
A&M University). Ms. Durbin plans, compiles, and edits four issues per year of
TCALL's Texas Adult & Family Literacy Quarterly publication; plans, compiles,
and edits all required periodic reports of funded projects at TCALL; edits other print
and online publications as needed for grammar, clarity, organization, style,
consistency, and conformity with APA Publication Manual; and assists Project
Director and Webmaster as needed with major website redesign work and ongoing website design
improvement efforts.
PROGRAM MANAGER
Susan J. Morris is TCALL’s Program Manager-Librarian. She holds an MLS degree in
Library and Information Science (University of Texas at Austin) and a Bachelor of
Arts in Elementary Education (Sam Houston State University). Ms. Morris’ duties
include: copyrighted publication management; library acquisitions and cataloging;
library circulation management and staff (student worker) supervision; library
reference and promotion; library collection management; and library data reporting.
RESEARCH ASSISTANT
Emily Moore is TCALL’s Research Assistant. She holds a Master of Education in All
Levels Reading (Sam Houston State University) and a Bachelor of Arts in Elementary
Education (Sam Houston State University). Her duties include: researching emerging
community-based and volunteer literacy providers for inclusion in TCALL’s Provider
Directory; providing technical assistance to community-based and volunteer literacy
programs related to data-driven literacy instruction, beginning or expanding family
literacy services, and promoting utilization of TCALL’s resources and networking,
including Volunteer Training Initiative; and assisting with other service and research
activities of Clearinghouse Project as needed.
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WEBSITE ADMINISTRATOR
Jorge Goyco is TCALL’s Website Administrator. He holds a Bachelor of Fine Arts in
Visual Communication (Texas State University-San Marcos). Mr. Goyco maintains
and develops websites of TCALL and affiliated entities including the state adult
education office and eight regional GREAT Centers; works with TCALL staff and
partner organizations to develop and publish content and resources for Web that
comply with local, state and federal rules governing Web accessibility; and ensures
website compliance with state, federal, and university rules and regulations, including
website accessibility and usability.
EDUCATIONAL LEADERSHIP RESEARCH CENTER (ELRC)
http://elrc.tamu.edu/
Vision
Our vision is that successful schools of the future will achieve the common goal of high quality
and equitable teaching and learning for all students and that the ELRC will contribute to the
attainment of this vision through the research it conducts.
Mission
We recognize that education leadership does matter and is, in fact, essential to improving the
educational outcomes and school experiences of children. In an era of public accountability,
occurring simultaneously with major shifts in student diversity patterns, education leaders are
challenged by the universal goal of high quality and equitable teaching and learning for all
students. In this environment, parents, teachers, policy makers and the general public look
increasingly to education leaders for solutions. Our primary mission is to conduct innovative,
world-leading research and to disseminate key findings with the aim of informing and enriching
the leadership practices of individuals and school organizations at the local, state, national and
international levels.
Our Agenda
Identify leadership styles, roles, practices and designs that improve teaching and learning in
schools.
Examine the professional development of education leaders and the ways in which it can
improve their ability to promote positive organizational change.
Examine the beliefs, cultural changes, and teaching and learning strategies required to promote
high student achievement.
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Contribute new research and identify best practices that inform local, national and international
efforts for school improvement.
Use theory-driven approaches to develop viable, pragmatic solutions to education leadership
challenges.
Conduct large-scale program evaluation.
Examine the effects of both locally- and externally-derived intervention programs operating in
schools.
Build collaborative relationships with practicing school leaders in Texas and beyond to improve
education leadership.
Evaluation
ELRC staff are experienced in the design of program evaluations of any size. ELRC can assist
you with evaluation design and execution for multiple program types including, for example,
whole school reform programs, professional development programs, and classroom instruction
programs. Our work ranges from small scale pilot studies to experimental efficacy studies,
including complex sampling designs. ELRC also has deep experience with mixed (quantitative
and qualitative) methods designs. ELRC researchers are nationally recognized professionals in
leadership, social psychology, policy analysis, and program evaluation.
Data Analysis
ELRC has deep expertise in the use of advanced techniques for educational measurement,
analysis, and evaluation. These include psychometric analysis, hierarchical linear modeling,
confirmatory factor analysis, structural equation modeling, and multivariate analysis.
Communication and Reporting
ELRC staff have the ability to communicate results in an accessible way to a broad range of
audiences including school board members, teachers, parents, local media, and the general
public.
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ADMINISTRATIVE LEADERSHIP INSTITUTE (ALI) http://eahr.tamu.edu/articles/ali
CO-DIRECTOR, ALI
Dr. Beverly J. Irby is Professor and Chair, Educational Administration Programs, and
Associate Department Head, Department of Educational Administration and Human
Resource Development at Texas A&M University, College Station. She is also the
Co-Director of Center for Research in Dual Language and Literacy Acquisition
(CRDLLA) and is Co-Principal Investigator for a $16,500,000 I3 US Department of
Education grant. Dr. Irby is the editor of Mentoring and Tutoring Journal, and senior
editor of Advancing Women in Leadership. Dr. Irby has managed numerous grants
related to curriculum development, research, and leadership related to English learners. Her expertise is in
the area of instructional leadership. She is the author of The Synergistic Leadership Theory, the first
leadership theory published in the 21st Century. She is a former Regents' Professor of the Texas State
University System and has served as a principal, superintendent, special education director, and teacher in
the public schools. At the university level, she has served as a Student Teaching Director, Chair, and
Associate Dean. She serves on three national organization boards and a national advisory board for
turnaround schools in the Northeastern United States which was commissioned by the U.S. Secretary of
Education.
CO-DIRECTOR ALI Dr. Abelardo Saavedra serves as Co-Director of the Administrative Leadership
Institute (ALI). He received his Ph.D. (Education Administration) from the
University of Michigan in 1976. After a 36 year career in public education as a
teacher, principal, central office administrator and superintendent, Dr. Saavedra
joined the Department of Educational Administration and Human Resources at
Texas A&M University as a half time clinical professor in August 2010. Dr.
Saavedra teaches graduate level courses in school administration and supervises
principal interns and superintendent interns. He teaches courses in public school
finance and the superintendency. He serves as lead co-director for the
Administrative Leadership Institute (ALI). Dr. Saavedra also serves in the Tenure and Promotion Clinical
and Instructional Committee and is the convener for the department Climate and Diversity Committee. In
addition to his duties at Texas A&M University, Dr. Saavedra serves school districts throughout the
United States as a mentor/coach to administrators and superintendents and a consultant in the areas of
teacher effectiveness, school board training, board/superintendent relationships.
CO-DIRECTOR ALI
Dr. Mario S. Torres, Jr serves is Associate Professor of Educational Administration
and serves as Co-Director of the Administrative Leadership Institute. Dr. Torres
earned his Ph.D. in Educational Administration from Penn State University,
University Park in 2003. Dr. Torres joined the Department of Educational
Administration and Human Resource Development at Texas A&M University in 2003.
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Dr. Torres teaches educational law, education politics, and applied quantitative techniques for school
leaders. Throughout his coursework, activities and projects focus on making theory more applicable and
meaningful to the realities of practice. Dr. Torres’ research interests include elementary and secondary
education law, where he specializes in students’ Fourth Amendment rights, as well as the political and
ethical implications underlying school improvement policy. Dr. Torres has published in the field’s
premier journals including the Educational Administration Quarterly, Journal of Educational
Administration, the Journal of School Leadership, and Education and Urban Society and recently co-
authored a book with John Hoyle entitled Six Steps to Preparing Exemplary Principals and
Superintendents: Leadership at its Best through Rowman and Littlefield Education Press.
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S E C T I O N 3
P R O D U C T I V I T Y I N D I C A T O R S
PRODUCTIVITY INDICATORS
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The EAHR’s strategic goals/priorities are in line with the college’s goals which are also in line
with the TAMU Academic Master Plan.
GOALS AND PRIORITIES:
Increase external funding to support our research and students (Grants, contracts, others)
Enrollment Management (Undergraduate and Graduate)
Increase in enrollment of students with diverse backgrounds (first generation,
underrepresented students, transfer students, non-traditional students, state, nation,
international) – Serve state, nation and the world.
Increase use of technology mediated instruction
Offer quality online and on campus education
Prepare our students for the professoriate
RESEARCH ENGAGEMENT
Extramural Funding Activities
The EAHR total external funding awards for the years 2007-2013 is illustrated in Table 1 and visually
shown in Figure 1. Despite the difficult financial years, faculty members in the department have
continued to seek for external funding to support their research, academic programs and students. As
illustrated in Figure 1, faculties are challenged to increase their extra mural funding efforts.
Table 1. EAHR External Total Funding Awards 2007-2013
Year EAHR Total External Funding Awards
2007 1,990,000
2008 3,213,000
2009 4,288,000
2010 4,333,000
2011 3,304,696
2012 3,157,406
2013 5,440,572
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Figure 1. EAHR External Total Awards (Grants and Contracts)
GRANTS AND CONTRACT ACTIVITIES
A major goal of the department is to increase external funding to support our research and
students. During the 2010-2015, there has been increased effort by faculty to submit proposals
for external funding. Table 2 shows the increased and sustained effort by faculty to submit
proposals for external funding. While grant activity for the entire department is positive, there is
need for sustained effort in submission and acquisition and grants and contracts.
Table 2. EAHR Faculty and other PI or CO-PI Grant Activities 2012-2013
PI-CO-PI Project Title Sponsor Submitted $ Status
PI- Homer Tolson
MS, HRD, Saudi
Arabia (Distance
Education
Degree)
ARAMCO
and ASHRM
2012/2013 1,193,658.26 Funded
PI - Bhimanagouda Patil
CO-PIs- Daniel Leskovar,
Fredrick Nafukho
Guddadarangavva Jayaprakasha
Hisashi Koiwa
John Jifon
Kevin Crosby
Kil Yoo
A sustainable
systems-based
approach for a
safe, healthier
Cucumis supply
chain in the U.S.
USDA-
National
Institute of
Food And
Agriculture
1/31/12 7,553,320.00 Unfunde
d,
encourag
ed to
revise
and
resubmit
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PI - Roger Goddard CO-PI -
James Dyer, Robert Miller,
Yvonne Goddard
The School
Leadership
Improvement
Study
Mid-
Continent
Research for
Education
and Learning
3/31/12 107,301.00* Funded
PI- Larry Dooley Global Food
Security
Leadership:
Creating a
Workforce
Prepared to Feed
to the World
USDA-
National
Institute of
Food And
Agriculture
3/23/12 90,000.00 unfunded
PI- Mary Alfred Adult Literacy
Statewide
Clearinghouse
Project
Texas
Education
Agency
7/20/212
3,224,157.00*
Funded
PI- Mary Alfred 2012-2013
Barbara Bush
Fellowships at
TCALL
Barbara Bush
Foundation
for Family
Literacy
5/18/212 75,000.00* Funded
PI- Carroll Graham, CO-PI-
Fredrick Nafukho, Mary
McMullen
Keeping Good
Teachers:
Establishing the
Relationship
between Early
Childhood
Learning
Outcomes
IES, DOE 9/14/12 281,256.00 unfunded
PI- Fredrick Nafukho, CO-
PI - Christine Stanley, Jean
Madsen, Luis Ponjuan, Helen
M. Muyia
Kigali Institute of
Education/Texas
A&M University
Building Teacher
Quality Capacity
for Gender
Equality and
Female
Empowerment
USAID 7/9/12 1,076,901.00 unfunded
PI- Mary Alfred Technical
assistance project
at TCALL
Barbara Bush
Foundation
for Family
Literacy
8/31/12 49,300.00* funded
PI- Gwendolyn Webb-Hasan,
CO-PI- Terah Chambers
Development of a
culturally
responsive
leadership model
for improving
student
achievement in
low-performing
urban elementary
schools
DOE -IES 9/20/12 1,499,998.00 unfunded
PI- Jorge Gonzalez, CO-PI-
Dominique Chlup
Families4College DOE-IES 9/20/12 1,467,208.00* funded
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PIs- Terah Chambers, Glenda
Musoba, Elsa Gonzalez,
Yvonna Lincoln
Research support
seed grant
Kay & Jerry
Cox Research
Develop
ment Grant
1/11/12 $15,000* Funded
PI- Terah Chambers The influence of
school leadership
on school culture
and academic
success for
African American
high school
students
Spencer
Foundation
11/16/12 39,877.00 unfunde
d
PI-Patricia Larke, CO-PIs-
Gwendolyn Webb-Hasan,
Yeping Li
CHARMS for
STEM :
Cultivating
Hispanics and
African
Americans
Reading, Math,
Science
in(CHARMS) in
Elementary
Schools for
STEM
NSF 6/12/12 449,997.00 unfunde
d
PI- Louis Ponjuan Texas Higher
Education
Consortium for
Male Student
Success
Greater Texas
Foundation
11/21/12 167,854.00* Funded
PI- Elsa Gonzalez A multifaceted
preparation
program to
enhance quality of
life for children
and families
living with
congenital heart
disease
Patient-
centered
Outcomes
Research
Institute
10/12/12 76,246.00 unfunded
PI-Homer Tolson, CO-PI,
Fredrick M. Nafukho
Master of Science
in Human
Resource
Development
SSTC School
for Further
Education
Singapore
30/8/2013 1,035,226.00 Seeking
approvals
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PI - Theresa Fossum&
TomothyHein, CO-PIs
Brandon Theis, D
Randolph, Ellisa Jones-
Mckyer, Heather Manley,
Huiyan Sang, Joe Bramhall,
Heather Manley
Huiyan Sang, Joe Bramhall
Marielle Engelen, Mark
Fossett, Nicolaas Deutz
Raymond Carroll, Richard
Kreider, Richard Lester,
Samiran Sinha, Valen
Johnson, Yvonna Lincoln
Texas A&M
Clinical Science
and
Translational
Research
(CSTR) Institute
Texas A&M University Health Science Center
7/1/13 4,510,105.00 Under
review
PI- Terah Chambers
Research Support
and Capacity
Building for
Junior Faculty in
GTF Strategy-
related Fields of
Study
Greater Texas
Foundation
1/2/13 87,500.00 Under
review
PI-Mary Alfred Adult Literacy
Statewide
Clearinghouse
Project
Texas
Education
Agency
5/17/13 1,082,821.00* To be
funded
PI- Patricia Larke, CO-PI-
Gwendolyn Webb-Hasan
CHARMS -
Cultivating
Hispanics and
African
Americans in
Reading, Math
and Science
NSF 3/6/13 9,927.00 Under
review
Note: * Grant or contract funded, Grants submitted 21, Total amount = 24,092,656.26, Proposals funded 9
(42.86%), amount funded 2013= $5,440,572.00
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FACULTY AND GRADUATE STUDENTS CONTRIBUTION TO SCHOLARSHIP
The other measure of the quality of our programs and faculty in the department is the number of faculty
committed to scholarly publications. As shown in Table 4 and Figure 2, faculty in the department
published a total of 289 scholarly papers, books and book chapters. This is a major contribution to the
fields of public school administration, higher education administration, adult education and human
resource development. Faculty in the department are well respected in the field and highly cited. Several
faculty are recognized for their contribution to scholarship in their respective fields. For example, at the
time of writing this self-study, Dr. Yvonna S. Lincoln’s book tilted Naturalistic Inquiry had 32,353
citations, Qualitative Research had 15,177 citations. In total, her work had been cited over 80,000 times
in Google scholar. Several faculty in adult education, human resource development, educational
administration and higher education administration equally have high and growing citations of their
scholarly work.
Table 4. Faculty Publications 2007- 2012
Year # of peer reviewed journal articles Books and Book Chapters Total
2007 36 20 56
2008 37 15 52
2009 31 20 51
2010 40 19 59
2011 30 10 40
2012 21 10 31
Total 195 94 289
Figure 2. Scholarly Publications of Faculty 2007-2012
Note. Number of tenure track and tenured faculty decreased from 23 in 2008 to 15 due to voluntary and non-
voluntary turnover.
To access the full list of faculty and graduate students publication, please follow these links
http://eahr.tamu.edu/uploads/faculty_and_graduate_students_publications-2006-2013.pdf
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One of the strategic goals of the department and the college is to prepare our students for the
professoriate. Students in the department are mentored and highly encouraged to co-publish or
publish as single authors in refereed journals. Table 5 and Figure 3 show publications of students
with faculty in the department.
Table 5. Scholarly Publication of Students with Faculty 2007-2012
Year # of peer reviewed journal articles Books and Book
Chapters Total
2007 5 4 9
2008 6 1 7
2009 5 0 5
2010 6 0 6
2011 8 1 9
2012 3 0 3
Total 33 6 39
Figure 3. Scholarly Publications of Students with Faculty 2007-2012
Source: http://eahr.tamu.edu/uploads/faculty_and_graduate_students_publications-2006-
2013.pdf
Data in Table 6 shows research performance indicators for tenure- track and tenured faculty in
the department for 2011 academic year in comparison to our peers and nationally. Benchmarking
reflects both peer ranking and national rankings. Aspirant peer institutions vary depending on indicators
and include University of Illinois-Urbana Champaign, The Ohio State University, and University of
Wisconsin-Madison.
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PERFORMANCE INDICATORS: RESEARCH
Table 6. Performance Indicators: Research (Tenure and tenure-track)
Indicatora1
Productivity (Goal/Expectation)
Goal
Current Standing
Peer Rank
National Rank
Articles per faculty
4 /per year
4 and above / per year
Rank #3 Rank # 7
% Faculty with Citation
81% current
100% Rank #1
Rank #
6
Total grant and contract
dollarsa3
$3, 000,000
$4,000,000 $3,157,406
Federal grant $1,500,000
$2,000,000 Rank #4
Rank # 16
Non Federal Grant $2, 000,000
$3,000,000
---- ----
Percent of faculty with federal
and non federal grantsa3
33% current
80% NA
NA
Benchmark data is derived from Academic Analytics from FY2011.
a1. A research expectation reflects a composite across the department of tenure-track faculty. Research expectations include (1) number of refereed national publications and (2) grant submissions. Excellence includes grant awards and exceeding publication expectations and high citation rates.
a2. Benchmarking reflects both peer ranking and national rankings. Aspirant peer institutions vary depending on indicators and include University of Illinois-Urbana Champaign, The Ohio State University, and University of Wisconsin-Madison.
a3. Using FY12 CEHD database.
a4. Large Public Research Land Grant Universities Comparison for rankings.
As a strategy to prepare our students for the professoriate, our graduate students are mentored
and highly encouraged to attend and present papers at refereed conferences. The department has
a fund administered by the Graduate Students Advisory Council (GRAB). In addition, several
faculty members with external funding provide financial support for our graduate students. As
shown in Tables 7, 8, and 9, our students are actively engaged in scholarship as evidenced by the
conferences attended and papers presented in 2011-2013.
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FUNDING SUPPORT FOR GRADUATE STUDENTS
Table 7. EAHR Conference Funding for Graduate Students 2012-2013
Degree
Progra
m
Confere
nce
Conference
Date: Conference
Location: Title of Paper or Presentation:
Paper
Type $ $
EDAD ASHE
2012
Nov-14-
17 2012
Las Vegas,
Nevada
Multiracial Students and the Balancing
of Multiple Identities
Poster
Session 500
EDAD UCEA
2012
Nov-16-
17 2012 Denver,CO
Panel Speaker - maximizing the Doctoral
Experience
Panel
Speaker 500
EDAD ASHE
2012
Nov-14-
17 2012
Las Vegas,
Nevada
Latina Doctoral Candidates/Graduates'
Experiences in Higher Education
Administration Programs
Presenter 500
EHRD Asia
AEHRD
Nov-8-10
2012
Istanbul,
Turkey Team paper accepted - need name Presenter 700
EHRD Asia
AEHRD
Nov-8-10
2012
Istanbul,
Turkey Paper Accepted - need name Presenter 700
EHRD Asia
AEHRD
Nov-8-10
2012
Istanbul,
Turkey Round table discussion participant
Round
table 700
EDAD Tacuspa Oct-16-
2012
San
Antonio,T
X
Latinas and Persistence in Higher
Education Doctoral Programs in Texas
Round
table 500
EDAD Asia
AEHRD
Nov-8-10
2012
Istanbul,
Turkey Understanding Training transfer process Presenter 700
EDAD Admin.
Leader
Nov-7-8
2012
College
Station,TX
Administrative leadership institute
conference - TRAVEL GRANT
AWARDEE
Attendee 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Travel GRANT AWARDEE Attendee 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Travel GRANT AWARDEE Attendee 500
EDAD UCEA
2012
Nov-16-
17 2012 Denver,CO Travel GRANT AWARDEE Attendee 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
Examining Career Development
Practices of the Hispanic Population: A
Qualitative Study
Presenter 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Travel GRANT AWARDEE Attendee 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Paper Accepted - need name Presenter 500
EDAD ACPA/
NASPA
March-13-
17-2013
Las Vegas,
Nevada
Black, Gay. And Excluded: Fostering
equity abd inclusion in BGLOs
Poster
Session 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Paper Accepted - need name Presenter 500
EDAD AERA April 27
/May-1
San
Francisco,
CA
Travel GRANT AWARDEE Attendee 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
Work-family conflict and its antecedents
among faculty: A national survey in Iran Presenter 500
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EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
The relationships between training and
organizational and occupational
commitment: a study Ins.Iran
Presenter 500
EDAD AMSA Feb-13-17
2013
New York
city
Extending Leadership Development of
Black Fraterni
Poster
Session 500
EDAD AMSA April-4-7-
2013
Ann Arbor,
Michigan
Masculinity and Sexual Orientation:
Policing Membership in Black Frats
Poster
Session 500
EDAD AERC
Confer
May30-
June2
St. Louis,
Missouri
Efficacy of Adult Education Programs of
International Non-governmental
organizations
Poster
Session 500
EDAD AERC
Confer
May30-
June2
St. Louis,
Missouri
Efficacy of Adult Education Programs of
International Non-governmental
organizations
Poster
Session 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
A systemic literature review on
enhancing learning through engaging
instruction
Presenter 500
EDAD AERA April-27-
May1
San
Francisco,
CA
Implications of Principal leadership Presenter 500
EHRD SDT Jun-27-
30th
Rochester,
NY
Employee Engagement and Social
responsibility Presenter 500
EHRD AEHRD July 31-
Aug 4
Honolulu,
HI
Yin Yang: An Ancient, but Cutting Edge
Perspective on Korean Presenter 500
EHRD SDT Jun-27-
30th
Rochester,
NY
Community involvement and knowledge
integration: An innovative model
proposal for HRD
Presenter 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
Approach to career development for
women international marriage migrants
in south Korea
Presenter 500
EDAD AABHE
Nat.
Feb-28-
Mar2
Atlanta,
GA AABHE Conference presentation Presenter 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC) Brain Drain : paper Presenter 500
EDAD AERA
2013
Nov-14-
17 2012
Las Vegas,
Nevada
The invincible minority: developing
understanding and distinction between
Araba Students and other..
Presenter 500
EHRD AEHRD Feb-13-17
2013
Arlington,
VA (DC)
A further analysis of Adult Education as
a competency for the HRD professional Presenter 500
EHRD AERC
Confer
May30-
June2
St. Louis,
Missouri
Graduate Students and Teaching: A
Study of Professional Development 500
Total
15,5
00 2800
EDAD ASHE
11/13/201
2 –
11/18/201
2
Las Vegas,
NV
645.
60
EDAD UCEA
11/14/201
2 -
11/25/201
2
Denver,
CO
1184
.89
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Total
Dept. 2013
0.49
Note: Individual names of the students not provided and are available on request
Table 8. EAHR Conference Funding for Graduate Students 2011-2012
Degree
Program Conference Date Location Title of Paper or Presentation:
EHRD University Council for Educational
Administrators (UCEA) convention
11/17/2011-
11/20/2011 Pittsburgh, PA
The Role of Elementary School Principals in the
Retention of Novice Teachers: A Micropolitical
Study
EDAD Association for the Study of Higher
Education (ASHE)
11/16/2011 –
11/19/2011 Charlotte, NC
"Mentoing Experiences of Doctoral
Studdents/Candidates"
EHRD 2012 AHRD International
Conference in the Americas
2/28/2012 –
3/4/2012 Denver, CO
An Elucidatory Addition to the field of HRD: A
Hierarchical Competency Model Based on the Au
Courant 21st Definition of HRD
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
Understanding Crises and Crises Management
from an Indian Perspective.
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
Contextual Performance Behavior Expectations:
Interpersonal Hierarchy Expectation and Target
Gender as Interactive Predictors
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO Multiple papers and presentations were accepted
EDAD Texas Academic Advising Network 2/22/2012 –
2/24/2012 Nacogdoches, TX Advising Lingo
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
Effective Training Strategies: A Collective Case
Study
EDAD Association for Education Finance
and Policy
3/15/2012 –
3/17/2012 Boston, MA Presentation
EDAD Southwest Educational Research
Association Conference
02/01/2012 –
02/04/2012 New Orleans, LA Teaching Millennial Students of Color
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
Workplace Career Counselors: Who Are They and
Why Are They Valuable?
EDAD American Association of Hispanics
in Higher Education
3/08/2012 –
3/10/2012 Costa Mesa, CA
Persisting through the Ph.D.: Latinas Pursuing
Doctorates in Education
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
The significance of leadership: A conceptual
framework of the influence of the learning
organization on learning transfer
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 DENVER, CO HIGHLY EDUCATED FOREIGN EMPLOYEE
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EDAD AERA 4/13/2012 -
4/17/2012
Vancouver,
Canada
Assessing the Fidelity of A Principal Professional
Development Program: Design, Delivery, and
Receipt
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/3/2012 Denver, CO
Global Talent Management: Necessity,
Challenges, and the Roles of HRD
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO
Perceptions and Expectations of African American
Women Who Engage in Mentoring Relationships
with Faculty
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO GRAB TRAVEL GRANT
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/3/2012 Denver, CO GRAB TRAVEL GRANT
EHRD 2012 AHRD International
Conference in the Americas
2/29/2012 –
3/3/2012 Denver, CO GRAB TRAVEL GRANT
EHRD 2013 AHRD International
Conference in the Americas
2/29/2012 –
3/4/2012 Denver, CO GRAB TRAVEL GRANT
EHRD Yin Yang; A New Perspective on
Culture
6/7/2012 –
6/11/2012
Stockholm,
Sweden
An Analysis of Korean Culture based on Yin Yang
Perspective
EHRD International Congress for
Qualitative Inquiry
5/16/2012 –
5/19/2012
Urbana-
Champaign, IL
What Do Gay Men and Constructivists Have in
Common?: Negotiating Paradigmatic 'Choice'
through a Queer Lens
EHRD Yin Yang; A New Perspective on
Culture
6/7/2012 –
6/11/2012
Stockholm,
Sweden
An Analysis of Iranian Culture based on Yin Yang
Perspective
EHRD UFHRD EUROPE 2012 5/23/2012 –
5/25/2012
Famalicão,
Portugal
Vocational Training and Adult Learning After a
Layoff Event
Note: Individual names of the students not provided and are available on request
Table 9. EAHR Faculty Conference Funding Support for Graduate Students 2011-2013
Faculty Conference Location Dates Amount $ Alfred AERC Sarotoga Springs, NY 5/31/2012 –
6/3/2012 500.00
AERC Sarotoga Springs, NY 5/30/2012 – 6/3/2012 478.70
AAACE Las Vegas, NY 11/6/2012 – 11/9/2012 500.00
Callahan 2012 AHRD
Conf
Denver, CO 2/28/2012 – 3/4/2012 755.26
AEHRD Arlington, VA 2/13/2013 – 2/17/2013 1029.83
Goddard AERA Vancouver, CA 4/13/2012 – 4/17/2012 2390.87
UCEA Denver, CO 11/16/2012 –
11/17/2012
647.75
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Lincoln UCEA Charlotte, NC 11/16/2011 –
11/21/2011
858.50
UCEA Charlotte, NC 11/17/2011 –
11/20/2011
377.50
UCEA Charlotte, NC 11/16/2011 –
11/25/2011
377.90
ASHE 371.30
AERA Vancouver, CA 4/13/2012 – 4/16/2012 435.42
QI Congress Urbana, IL 5/15/2012 – 5/18/2012 300.16
QI Congress Urbana, IL 5/16/2012 – 5/19 2012 1188.42
QI Congress Urbana, IL 5/16/2012 – 5/19/2012 225.00
QI Congress Urbana, IL 5/16/2012 – 5/19/2012 550.90
ASHE Las Vegas, NV 11/13/2012 –
11/18/2012
2697.12
QI Congress Urbana, IL 5/16/2013 – 5/20/2013 589.20
QSE
Journal
UCEA 11/13/2011 –
11/20/2011
413.29
AERA Vancouver, CA 166.00
AERA Vancouver, CA 4/13/2012 – 4/16/2012 104.00
QI Congress Urbana, IL 5/15/2012 – 5/18/2012 129.15
TASH 11/30/2011 – 12/2/2011 501.47
ASHE Charlotte, NC 11/16/2011 –
11/19/2011
767.72
QI Congress Urbana, IL 5/16/2012 – 5/19/2012 114.85
MI Assoc of
Intn’l
Educators
St. Lansing, MI 3/14/2012 – 3/16/2012 845.00
ASHE Las Vegas, NV 11/13/2012 –
11/18/2012
200.00
Skrla UCEA Pittsburgh, PA 11/17/2011 –
11/20/2011
1126.41
UCEA Pittsburgh, PA 11/17/2011 –
11/20/2011
471.30
AERA Vancouver, CA 4/13/2012 – 4/17/2012 2175.89
AERA Vancouver, CA 4/13/2012 – 4/17/2012 1570.76
UCEA Denver, CO 11/14/2012 –
11/18/2012
256.72
UCEA Denver, CO 11/14/2012 –
11/18/2012
1514.81
Tolson AERA San Francisco, CA 4/27/2013 – 5/1/2013 257.38 Notes: 24 EDAD students, 38 EHRD students supported to make presentations at peer reviewed conferences, EAHR support
$35,145.49, Faculty support 24,888.58. Total funding for graduate students $60,034.07
Strategic Research Engagement Improvements made since the 2006 Academic Program
Review
1. Increase in the number of research proposals submitted for external funding which has
resulted in increase in external funding awards.
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2. Increase in the number of presentations at peer reviewed conferences for faculty and
graduate students.
3. Increase at department and college level for funding provided to graduate students in line
with the priority of preparing doctoral students for the professoriate.
4. Increased recognition of faculty in the department in terms of citation of their published
work.
TEACHING ENGAGEMENT
Graduates Completing our Programs An important indicator of program quality is the number of graduates successfully completing the
program and what they are able to do after graduation. Table 10 and Figure 4 show the number of
students who have successfully completed our programs.
Table 10: EAHR Graduates 2007-2012
Graduates
06-07
Academic
Year
07-08
Academic
Year
08-09
Academic
Year
09-10
Academic
Year
10-11
Academic
Year
11-12 Academic Year
BS HRD 16 103 93 118 118 125
BS TCM 5 24 19 31 36 35
Med
EDAD 12 7 27 10 20 8
MS
EDAD 19 12 7 13 14 20
MS
EHRD 34 19 20 34 59 35
EdD
EDAD 11 11 5 4 3 7
PhD
EDAD 14 20 16 15 14 14
PhD
EHRD 14 7 9 12 12 10
Total 125 203 196 237 276 254
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Figure 4: EAHR Graduates 2007-2012
Table 11 provides performance indictors in one of our core areas – Teaching.
Table 11. Performance Indicators: Teaching
Indicator Productivity
(Goal/Expectation)
Current enrollment
(Goal) Current Standing
Total Enrollment for Undergraduate Programs (Spring 2013)
372 450 > 372
Total Enrollment for Graduate Programs 392 350 392
Historically underrepresented Undergraduate Programs African American Hispanic
22 50 83 100
Graduate Programs (Masters and Doctoral) African American Hispanic
67 82
100 100
67 82
Number of school administrators prepared FY 10 FY 11 FY 12
11 20 9
20 9
6 Year Graduation Rate
African American 6- Year Graduation Rate NA NA
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Hispanic 6- Year Graduation Rate NA NA
White 6 Year Graduation Rate NA NA
First Year Retention Rate (Fall 2011 – 2012) 66.7% 80% 66.7%
Transfer Retention Rate Fall 2008-2009 Fall 2009-2010 Fall 2010-2011
72.2% 88.9% 77.8%
90.0%
77.8
Doctoral students submit papers for presentation and publication at nationally refereed conferences and journals*
# presenting papers FY 10 FY 11 FY 12
49 41 35
50 35
# Publishing papers FY 10 FY 11
7 10
20 10
Percent of Doctoral Students (Summer, Fall 2012 Graduates)
Presenting papers 33% 100% 33%
Publishing papers 33% 100% 33%
Number of CVs collected 3 All Graduating
Number of Graduates 16
Programs are all accredited by accrediting agencies or professional associations
Yes
Texas Education Agency Yes Yes Yes
Number of Teaching Awards (Dept/College/Univ/National)
8 10 8
Average SCH per faculty member per year FY 10 FY 11 FY 12
212 199 194
250
Capstone Courses in degree programs Undergraduate
Yes Yes Yes
Percent of undergraduate students in international or domestic experiences
---- ---- ----
Percent of students with experience in technology mediated instruction
100 % 100% 100%
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EXTERNAL EFFICIENCY OF OUR PROGRAMS
The external efficiency of our programs can be answered by the question, “What happens to our students
after graduation?” Data in Table 12 show our graduates by degree and year of graduation. In addition,
information on where our students work is provided. As shown in Table 12, the majority of our graduates
work in academia and as professionals. For those who choose academia, our graduates have been hired by
peer institutions such as Purdue University, Washington State University, and Louisiana State University
among others. As a department, we are meeting the College of Education and Human Development’s
strategic objective of preparing our students for the professoriate. In addition our programs are preparing
leaders for school and non-school settings.
Table 12. Organizations which Employ our Graduates Name Degree Chair Co-chair Semester Organization where employed
Robert McGowen EDAD Zellner 20073
Andree Osagie EDAD Skrla 20073 Houston ISD Asst. Principal
Claudia
Rodriguez EDAD Mckenzie 20073 Superintendent, Region I ESC Admin.
Donna Newman EDAD Hoyle 20073 North East ISD Principal
Vanessa De
Rodriguez EDAD Stanley 20073 TAMU Staff
Vance Cortez-
Rucker EDAD Hoyle 20073 Chatham School District, Alaska
Superintendent Gloria Canada EDAD Hoyle 20073 Professional
Bobbie Turnbo EDAD Hoyle 20073 North East ISD Principal
Sue Page EDAD Skrla 20073 Alief ISD Area Superintendent
Kathy Attaway EDAD Mckenzie 20073 St. Anne Catholic School, Beaumont
Principal Billy Young EDAD Madsen 20073 Austin Comm College Center Supervisor
Brenda Jones EHRD Egan 20073 Lee College Professor
Martha Weatherly EHRD Egan 20073 Stephen F. Austin Distance Ed. Coordinator
Johnny O'Connor EHRD Egan 20073 Houston ISD Special Educ. Administrator
Luisa Naumann EDAD Web-Hasan 20081
Nancy
Neugebauer EDAD Hoyle 20081 North East ISD Director, Special Education
Guadalupe
Gorordo EDAD Web-Hasan 20081 Professional
Steven
Shidemantle EDAD Hoyle 20081 Asst. Prof, Purdue
Rosalind
Alderman EDAD Lincoln 20081 Dean of Students, Tennesse
Kimberly
Dickerson EDAD Stanley 20081 Assist. Professor, University of Southern,
New Orleans Maria Sanchez EDAD Web-Hasan 20081 Principal, Alice ISD
Juanita Vargas EDAD Stanley 20081 Assistant Professor at University of
Oklahoma Wanda
Maldonado EDAD Hoyle 20081 Manor ISD Director, Curriculum/Bilingual
Sharon Berry EDAD Skrla 20081 Houston ISD Executive Principal
William Walters EDAD Hoyle 20081 Second Baptist School, Dallas Principal
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Veronica Guerra EDAD Hoyle 20081 Professional
Frank Alfaro EDAD Hoyle 20081 Alamo Heights ISD Director, Curriculum &
Instruction Elaine Demps EHRD Lincoln Lynham 20081 TAMU Staff
Linda Bond EHRD Chlup Chlup 20081 Stephen F. Austin State University Lecturer
Marilyn Byrd EHRD Stanley Lynham 20081 Academia
Lance Villers EHRD Clark 20081 UT HSC Dept. Emergency Services Asst.
Professor, Chair Ronald Brown EDAD Cole 20082 Lone Star Community College
Michael Hope EDAD Hoyle 20082 Superintendent-Robinson ISD
Veronica Arteaga EDAD Torres 20082 Professional
Jason Penry EDAD Hoyle 20082 Ex. Director of Development, San Angelo
State University David Rozeboom EDAD Stanley 20082 Professional
Dana Bashara EDAD Hoyle 20082 Professional
Steven Wilkerson EDAD Booner 20082 UTSA
Jeroladette Centilli EDAD Web-Hasan 20083 Principal, Huntsville ISD
Donna Vaughan EDAD Hoyle 20083 Supt.
Marilyn Martin EDAD Madsen 20083 Professional
Becky Petitt EDAD Clark 20083 TAMU
Sylvia Reyna EDAD Mckenzie 20083 Professional
Davis Denny EDAD Hoyle 20083 Principal, Georgetown ISD
Olha Verkhohlyad EDAD Egan Rolle 20083 Professional
Jon Price EDAD Hoyle 20083
Maria Villa EHRD Clark Sandlin 20083 Professional
Melissa Walden EHRD Lynham 20083 Academia
Suzanne Morales-
Vale EHRD Clark 20083 Professional
Sharra Durham EDAD Cole 20091 Professional
Leonard Hardoin EDAD Hoyle 20091 Principal
Deanna
Lovesmith EDAD Burlbaw 20091 Asst. Principal
Patrick Valdez EDAD Web-Hasan 20091 Teacher, Northeast ISD
Benjamin Yumol EHRD Dooley 20091 Professional
Edna Claus EHRD Dooley 20091 Professional
Carlos Molina
Oyarce EHRD Callahan 20091 Professional
Michael Hasler EHRD Callahan 20091 Professional
Yan Zhang EDAD Cole 20092
Julia Frink EDAD Lincoln 20092
George Franks EDAD Lincoln 20092 Stephen F. Austin State Univ.
Ross McGlothlin EDAD Hoyle 20092
Joan Berry EDAD Madsen Torres 20092 Professional
Rebecca Spurlock EDAD Lincoln 20092 TLU
Dustyn Alexander EDAD Web-Hasan 20092 Professional
Lynn Hemmer EDAD Madsen Torres 20092 Asst. Prof, TAMIU
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Cara Bartek EHRD Dooley 20092 Houston
Dinara Seitova EHRD Dooley 20092
Patricia Abrego EDAD Zellner 20093 TAMIU
Kenneth Whitt EDAD Skrla 20093 Professional
Kenneth
Groholski EDAD Hoyle 20093 Superintendent
Brian Merrell EDAD Hoyle 20093
Gerardo Cruz EDAD Hoyle 20093 Professional
George Sheldon EDAD Hoyle 20093 Professional
William Serrata EHRD Dooley 20093 Professional
Bebe Carpenter EDAD Hoyle 20101 Assistant Principal, Killeen ISD
Jennifer Williams EDAD Collier Foster 20101 Professional
Robert Stockwell EDAD Madsen 20101 Professional
Jeffrey Hanks EDAD Hoyle 20101 Principal
Lloyd Verstuyft EDAD Hoyle 20101 Asst. Supt
Talesa Kidd EDAD Torres 20101 Assistant principal, Fort Bend ISD
Sharon Wilder EDAD Hoyle 20101 Professional
Christopher
Tresslar EDAD Hoyle 20101 Professional
Sandra Brooks EDAD Cole 20101
Theresa Arocha-
Gill EHRD Egan 20101 Professional
Prashanti
Chennamsetti EHRD Alfred 20101 Professional
Karen Buckman EHRD Clark 20101 Professional
Robin Mathis EHRD Egan Nafukho 20101 Texas State University, Lecturer,
Assessment coordinator Ase Knaben EHRD Dooley 20101
Pamela Hopkins EHRD Egan 20101 Professional
Joe Robinson EDAD Cole 20102
Teresa Durrett EDAD Hoyle 20102
Peggy Holzweiss EDAD Cole 20102 TAMU Professional
Kristin Huggins EDAD Scheurich 20102 Asst. Professor, Washington State
Sharon Hogue EDAD Collier 20102 Professional
Jerry Ausburn EDAD Torres Hoyle 20102 Educ'l Spec., Region VI
Merna Jacobsen EHRD Egan 20102 TAMU
Andrew Hurt EHRD Lynham 20102 Asst. Professor
Kelli Phelan
Ribera EHRD Egan 20102
SeWon Kim EHRD Egan 20102 Asst. Professor, State University, New York
Jie Ke EHRD Tolson Nafukho 20102 Assist. Professor, Jackson State
Liz Aguilar EHRD Alfred 20102 Professional
Jeanette Ball EDAD Hoyle 20103 Asst. Superintendent
Cynthia L
Hernandez EDAD Lechuga 20103 Asst. VP for Student Affairs
Jan E Nell EDAD Scheurich 20103
Candace H EDAD Stanley 20103 Assoc. Director, TAMU Writing Center
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Schaefer
Mary K Stasny EDAD Hoyle 20103 Senior Lecturer, TAMU
Meera Alagaraja EHRD Egan 20103 Asst. Professor, Univ. of Louisville
Luzelma G
Canales EHRD Dooley 20103
Wanda L Baker EDAD Webb-Hasan 20111 Asst. Principal, Cy Fair ISD; adjunct prof .
Frank A Bouchet EDAD Lechuga 20111 Asst. Professor, University of Tulsa
Cheryl T Henry EDAD Webb-Hasan 20111
Ricardo V
Lozano EDAD Rolle 20111 Asst. Professor, Yeditpe University, Turkey
Charles F
McClelland EDAD Stanley 20111 Athletic Director, Texas Southern
University Claire M Phillips EDAD Lechuga 20111
Bradley D Vestal EDAD Torres 20111 HS Principal
Tomika W Greer EHRD Egan 20111 Asst. Instructional Professor, UH
Dan Obiero EHRD Nafukho Tolson 20111 Strategic Mgr., Central Bank, Kenya
Summer Rach F
Odom EHRD Dooley 20111 Asst. Professor, TAMU
Charita D Ray-
Blakely EHRD Clark Herbert 20111
Petra A Robinson EHRD Alfred 20111 Assist. Professor Louisiana State University
Shailendra M
Singh EHRD Dooley 20111 Director of CEHD Byrne Center
David A. Byrd EDAD Bonner 20112 Asst. Dean, CEHD
John A. De La
Garza EHRD Clark 20112 Adjunct Professor
Nancy J. Faldik EHRD Callahan 20112 Spec Ed HS Supervisor, SAISD
Alonzo M.
Flowers EDAD Bonner 20112 Faculty member, Blinn
Kimberly K.
Lawson EDAD Skrla 20112 Director of Teaching/Learning, Katy ISD
Rochell R.
McWhorter EHRD Nafukho Lynham 20112 Asst. Prof. UT-Tyler
Delores N. Rice EHRD Alfred 20112 Professional
Ramona L. Riley EHRD Egan 20112 self-employed w/DeJohn Group, Inc.
William D.
Telford EDAD Collier Tolson 20112 Principal, San Antonio
Christie B.
Whitbeck EDAD Linda Skrla 20112 Asst. Supt, Alvin ISD
Laura Boren EDAD Cole 20113 Admin, Univ. of Oklahoma
Sherryl Wine EDAD Cole 20113 Director, TAMU Center Complex
Kris Mitzner EDAD Collier Scheurich 20113
Leslie Locke EDAD McKenzie 20113 Adjunct Prof., TAMU
Lonnie Booker EDAD Bonner 20113 Asst. Prof, Florida State College
Priya Kurup EHRD Alfred Tolson 20113 Clinical Asst. Prof, TAMU
Krista Bailey EHRD Wang 20113 Assoc. Director, TAMU Dean of Student
Life Rebecca
McPherson EHRD Alfred 20121
Richard Avery EDAD Davis 20121
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Erica Noble EDAD Skrla 20121
Elizabeth
Greninger EDAD Chambers 20121
Hanna Hayes EHRD Dooley 20121
Brent Petersen EDAD Lincoln 20121
Carlos Rios EDAD Skrla 20121
Heather Kissack EHRD Callahan 20121
Robert Long EDAD Web-Hasan 20121
Robin McGlohn EDAD Scheurich 20121
Ostrova McGary EDAD Web-Hasan 20121
Patricia Darnell EHRD Alfred 20121
Tina Busch EHRD Dooley 20121
Catherine
Berkeley-Jones EDAD Collier Burlbaw 20122
Bari Brookins EDAD Bonner 20122 Student Learning Center, TAMU
Robert Lowry EDAD Scheurich 20123
Patricia Mooney EDAD Scheurich 20123
Grant Trexler EDAD Cole 20123 Associate VP, Advancement Operations
James Matlock EHRD Dooley 20123
Maria Banda EDAD Lechuga 20123
EAHR graduates work in government agencies including schools, public organizations, for profit
corporate organizations and non-profit organizations in the state of Texas, nation and world over.
Table 13 provides a summary of where our graduates end up after graduation.
Table 13. Where our Graduates Work and the work that they do
University Professors at: Leadership Positions Countries
Purdue University Superintendents Bahrain
University of Oklahoma School Principals China
TAMU College Station, Special Ed. Administrators South Korea
TAMU International University Dean of students Indonesia
TAMU Kingsville ISD Curriculum Directors Malaysia
TAMU Commerce Executive Directors of Development Taiwan
TAMU Corpus Christie Presidents of Community Colleges Ukraine
University of Texas, Tyler Teachers Saudi Arabia
University of Texas, San
Antonio
Education Specialists Egypt
Indiana University Program Directors Turkey
St. F. Austin University Directors of Teaching Germany
University of Houston Administrators in Higher Education Mexico
Texas State University Directors of Student Learning Centers Kenya
Washington State University Deans of Student Life Malawi
University of Louisville Training and Development Managers Zambia
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University of Tulsa Directors of Organization Development Singapore
Rutgers University
Louisiana State University
Texas Southern University
Florida State College
Teaching Engagement Improvements made since the 2006 Academic Program Review
1. Remarkable improvement in student evaluation of faculty teaching online.
2. Technology and GA support for faculty teaching online courses.
3. Increased funding support for graduate students in the department in the form or
fellowships, scholarships, Graduate Teaching Assistantships, Graduate Research
Assistantships, and Diversity fellowships.
4. Ability to track progress of our graduates in the field
SERVICE ENGAGEMENT
Service engagement is one of the four domains of the College of Education and Human Development
which is also aligned with the university’s academic master plan. For our research to have meaning it has
to answer the question,” so what?” Thus, our stakeholders get to know the research we are conducting.
Journals, books, book chapters, press briefs are various outlets used by faculty to disseminate their
research results. The other measure of program enhancement can be explained by the number of faculty
who have been recognized as research experts and leaders in their respective fields and have been
appointed as journal editors. Department faculties have been recognized nationally for their efforts in
conducting qualitative research. Two nationally recognized journals (Qualitative Inquiry and Qualitative
Studies) which emphasize qualitative research and methodologies are housed in the department.
Additionally, Adult Learning and the Educational Administration Quarterly are recognized as major
journals that advance research in those two areas. Table 14 shows the faculty serving as editors and co-
editors in the fields and the journals they edit.
Table 14. Editorships in Scholarly Journals by EAHR Faculty
Journal Name Faculty Editor/Co-
Editor
Term Department/
College Support
Journal Support
for department
Adult Learning Mary Alfred Editor 2008-present GA support, office
space, phone line
International Journal
of Qualitative Studies
Carolyn Clark
Jim Scheurich
Co-Editor
Co-Editor
2005- 2012
1995- 2012
office space,
phone line
Supported adjunct
faculty/ staff
member
Journal of European
Industrial Training
Fredrick M.
Nafukho
Editor 2008-present office space,
phone line
Educational
Administration
Quarterly
Linda Skrla Editor 2009-present office space,
phone line
Two GAs funded
by the journal
Educators Gwen Webb-
Hassan
Editor 2006 –
present
GA support, office
space, phone line
Human Resource
Development Review
Jamie Callahan Associate
Editor
2009- 2013 GA support, office
space, phone line
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New Forums Faculty
Development Series
Christine Stanley Editor 2002-2010 office space,
phone line
Qualitative Inquiry Yvonna Lincoln Co-Editor 2006-2013 GA, office space,
phone line
Supports adjunct
faculty/ staff
member
MENTORING AND TUTORING
JOURNAL
Beverly Irby Editor office space, GA support
ADVANCING WOMEN IN
LEADERSHIP JOURNAL
Beverly Irby Senior
Editor
office space, GA support
Adult Education Quarterly
Lisa Baumgartner Co-editor 2011-present
Data in Table 11 show service performance indicators for three years. Table 15. Performance Indicators: Service 2010-2011 (all faculty)
Indicator Productivity
(Goal/Expectation)
Goal Current Standing
University/college/department committee
membership (% of faculty) FY 2012
93%
100% 93%
State/national professional service (non-
leadership role) (% of faculty) FY 2012
93%
100% 93%
Refereed journal editorships (# of faculty)
FY 10
FY 11
FY 12
3
3
5
10
5
National association office holder (# of faculty)
FY 10 FY 11 FY 12
1 2 2
5
2
Service expectations vary for tenure-track and non-tenure-track faculty
Strategic Service Engagement Improvements made since the 2006 Academic Program
Review
1. A record number of faculty are providing leadership in their professional association as
journal editors, leaders in professional associations and chairs of research conferences
and editors of conference proceedings.
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2. Faculty actively involved in providing service at program, department, college, and
university levels.
3. Increase in the number of teaching research and service awards received by faculty and
graduate students in recognition of their outstanding work by their peers and professional
associations.
ENROLLMENT MANAGEMENT
Enrollment management is another priority goal of the department. Each program in the
department aims at admitting students based on the financial, human and physical resources
available to the department. At University level, Action 2015, Goal 1 states: Maintain the current
on-campus enrollment and increase the number of students who graduate annually, ensuring that
Texas A&M’s learning environment prepares students for a highly competitive and rapidly
changing world and professional workforce, and for responsible civic engagement in a diverse
society. Strategy 1A notes further that TAMU will award more degrees per year and aims to
graduate 12,500 students/year averaging 4.5 years for bachelor’s degrees, 1.75 years for master’s
degrees, and 5 years for doctoral degrees. At college and department level, strategies aimed at
enrollment management have been designed. As shown in Table 16, the department needs to
grow masters and undergraduate programs in order to meet the graduation target of increasing
the current number of graduates by 14% to meet TAMU target. At doctorate level, there should
be limited or no admission of new students and faculty should focus on working with the current
over 249 doctorate students to ensure successful completion of their degrees.
The department’s enrollment management strategies include: developing a state of the art
Networking Lab for Technology management students, offering technology courses on campus
instead of students having to take them at Blinn Community College and hiring of a clinical
faculty in the area of technology management. In addition, the department plans to offer HRD
(BS) classes in the fall, spring and summer. The advising office will also provide intentional
advising to ensure undergraduate students enroll in 15 credit hours and masters students enroll in
9 credit hours per semester. At masters levels, the department plans to offer online programs in
Adult Education and Higher Education. Enrollment will also be increased in K-12 masters
program by admitting students in spring and fall like it is the case with HRD masters online
program. The department also plans to provide scholarships to encourage full-time graduate
student enrollment especially for masters students. At doctorate level, each program has
identified all the doctorate students in the program including the level of progress being made
and action plans have been developed aimed at mentoring and ensuring the students complete
their studies in less than the current 5.62 years.
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Table 16. Enrollment by Degree Program
Degree Program Category Enrollment
EHRD: Adult Education and HRD Masters 77
EHRD: Adult Education and HRD PhD 91
EHRD: HRD and TCM Undergraduate 372
EDAD: Higher Education Masters 7
EDAD: Higher Education PhD 64
EDAD: SAAHE Masters 32
EDAD: Public School Administration Masters 27
EDAD: Public School Administration Ed.D 69
EDAD: Public School Administration PhD 25
Total 764
Figure 5. Student Enrollment by Program 2012
Table 17. Courses Offered Via Distance Learning
Semester Number of Courses Enrollment
Fall 2012 4 58
Summer 2012 5 120
Spring 2013 3 46
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Total 12 224
Student Credit Hours and Student Weighted Credit Hours
To meet the university graduation requirement target of 12,500 students, the college and the
department are required to increase the semester credit hours and the weighted semester credit
hours by 4%. As shown in Table 18, during the three semesters, summer 2012, Fall 2012 and
spring 2013, the department generated a total of WSCH of 45,687. Of the total, the doctorate
program generated 23,906 WSCH while the masters program generated 6,938 and the
undergraduate programs generated 14,843 WSCH. The enrolment management strategies
outlined above are aimed at increasing SCH and WSCH for the department.
Table 18. Semester Credit Hours and Weighted Semester Credit Hours
Undergraduate
HRD/TCM Program
SCH Semester Credit Hours
WSCH Weighted Semester
Credit Hours
Lower Division Summer 12 3 4 Fall 12 225 288 Spring 13 240 309
Total 468 601
Undergraduate
HRD/TCM Program
SCH WSCH
Upper Division Summer 12 1350 2438 Fall 12 3082 5616 Spring 13 3387 6188 Total 7819 14242 Master’s Programs SCH WSCH
Summer 12 538 1357 Fall 12 1136 2768 Spring 13 1119 2813 Total 2793 6938 Doctoral Programs SCH WSCH Summer 12 639 5126 Fall 12 1178 10830 Spring 13 1000 7950 Total 2817 23906
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Table 19. Student Credit Hours Generated by Distance Education Courses
On-Campus
Distance
Education
SCH Off-Campus
Distance Education
SCH
Lower Division 117 Lower Division 3 Upper Division 1947 Upper Division 609 Master's 429 Master's 1187 Doctoral 267 Doctoral 46 Total 2760 Total 1845
Major Classification Level
Fall 10 Average Registered Hours
Fall 11 Average Registered Hours
Fall 12 Average Registered Hours
EDAD Doctoral 3.88 4.13 4.18
Masters 7.66 8.01 8.98
EHRD Doctoral 5.48 5.89 5.96
Masters 7.25 6.83 6.70
HRDL UG 13.29 13.73 13.65
HRDV UG 12.53 12.85 12.58
ISNC UG 6.00 TCMG UG 10.73 11.55 12.00
TCML UG 11.44 11.47 11.76
QUALITY OF STUDENTS ADMITTED TO OUR GRADUATE PROGRAMS
Revised Admission Criteria
Since the last academic review in 2006, program faculty members have set out to address the issue of the
quality of students, and recruitment of PhD students at the state, national and international levels.
Admission criteria across graduate degree programs in the department require GRE scores, interviewing
processes, work experiences and writing quality. Additionally, the higher education faculty openly
recruited at HBCUs to enhance the diversity of the SAAHE program. The K-12 Program hired Dr.
Abelardo Saavedra, a “nationally” known superintendent from Houston ISD to assist the faculty with
marketing ideas to attract quality students to the new EdD program and to our masters online degree
program.
Data in Table 20 and Figure 6 indicate the Average GRE scores of students admitted to our degree
programs. On the whole, the quality of students admitted has increased tremendously. Besides the GRE
scores, the admission criteria have been revised to include requirements such as interviewing the
candidates, work experience, submission of an essay explaining why the interest in a specific field and
GPA requirements. Details of each admission criteria are shown in the academic programs section of this
document.
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Table 20. Average GRE Scores of Doctoral Students Admitted to our Degree Programs
Year Fall 07 Fall 08 Fall 09
Fall 10
Fall 11
Fall 12 Old Pattern
Fall 12 *New Pattern
EDAD-Verbal 448 405 449 436 484 517 156
EHRD-Verbal 435 429 468 478 498
EDAD-Quantitative 513 432 501 543 503
570
148
EHRD-Quantitative 607 479 595 540 567
* New GRE pattern was started from fall 2012.
Note: EHRD Doctoral program didn’t have GRE requirement for fall 2012 and hence not included. Very few entering doctoral
students submitted their GRE scores too
Figure 6. Average GRE Scores for Entering Doctoral Students
Note. Averages using the old scoring format prior to 2012.
Student Enrollment Management Improvements made since the 2006 Academic Program
Review
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1. Increase in the number of doctoral students in K-12 Public School Administration and
Human Resource Development Programs.
2. Increase in admission in online masters degree programs in HRD and K-12 programs.
3. Increase in the number of students taking quality online and blended courses at graduate
and undergraduate (A2G program).
DIVERSITY OF STUDENTS AND FACULTY
One of the strategic goals of the college and the department is to increase the diversity of our student
population. Diversity can be defined in terms of any dimension that can be used to differentiate our
students, faculty, staff, stakeholders, groups and people from one another. Thus, there are three broad
dimensions of diversity: internal, external, and organizational. The internal dimension includes
characteristics such as age, gender, sexual orientation, ethnicity, race, and physical ability. The external
dimension characteristics influence our lives and value systems such as religion, geographic location,
income, personal and recreational habits, education, appearance, and marital status. The organizational
dimension affects our work experiences and includes work location, management status, group affiliation,
functional classification, seniority, and work content.
In an academic setting such as our department, diversity dimensions may be visible or invisible and will
include significant differences such as creativity, thinking and problem solving ability, emotional
intelligence, gender, ethnicity, language of instruction, sexual orientation, age, educational background,
social economic background, physical and mental ability, learning styles, comprehension ability, and
learning disability of the students, faculty, staff, administrators, and all people whom we work with.
EAHR is one of the most diverse departments in the college and university. For instance, if we consider
only one aspect of diversity – ethnicity, as shown in Table 21, there has been an increase in the diversity
of our students and faculty. The challenge we face as a department is how to recruit, develop, retain and
graduate undergraduate students. As shown in Tables 22 and Figure 7, the number of students recruited
from underrepresented populations has been on the rise since 2005.
Table 21. Ethnic Diversity Undergraduate EAHR Students Year Total Diverse Percent Females
2005 329 63 19% 187
2006 385 82 21% 227
2007 392 93 24% 238
2008 347 78 22% 178
2009 336 71 21% 195
2010 339 90 27% 185
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2011 315 105 33% 177
2012 372 128 34% 207
Figure 7. Ethnic Diversity of Undergraduate EAHR Students
Table 22. Ethnic Diversity of Tenure-Track Faculty in EAHR Department
Year Total Diverse Percent
TTR Faculty 2005 22 4 18%
2006 22 6 27%
2007 22 7 32%
2008 23 10 43%
2009 22 10 45%
2010 20 8 40%
2011 18 8 44%
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2012 15 8 53%
2013 18 8 44%
Figure 8. Diversity for Tenured/ Tenure Track Faculty EAHR
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ACADEMIC PROGRAMS
ADULT EDUCATION AND HUMAN RESOURCE DEVELOPMENT
Program Faculty
Dr. Mary Alfred is the Executive Associate Dean for Research and Faculty Affairs and Professor of Adult Education and Human Resource Development in the College of Education and Human Development at Texas A&M University. Her research interests include learning and development among women of the African Diaspora, sociocultural contexts of immigration, literacy and women’s economic development, and issues of equity and social justice in higher education and in the workplace. She received the 2010 American Association for Adult and Continuing Education Presidential Award for exceptional and innovative leadership in adult education and the 2010 American Association for Continuing Higher Education Marlowe Frocke Award for excellence in scholarly writing. She received her Ph.D. in Educational Administration with a focus in Adult Education and Human Resource Development Leadership from the University of Texas at Austin.
Dr. Lisa M. Baumgartner received her Ed. D. (Adult Education) from the University
of Georgia in 2000. She joined the Educational Administration and Human Resources
Department at Texas A & M University as an Associate Professor in August 2013. Dr.
Baumgartner teaches courses in the foundations of adult education, adult learning,
trends and issues in adult education and feminist pedagogy. Dr. Baumgartner views
life experiences as a rich resource for learning and encourages students to connect the
theory they learn in the classroom to their life experiences. Critical reflection on these
experiences is integral to the learning process. Dr. Baumgartner’s research interests
focus on adult learning and development. She is especially interested in the intersections of chronic
illness, identity development, learning and context. She won the Cyril O. Houle Award for Outstanding
Literature in Adult Education for Learning in Adulthood: A Comprehensive Guide (3rd ed) that she co-
authored with Sharan B. Merriam and Rosemary S. Caffarella. She is a recipient of the Kellogg
Foundation's Houle Scholars Research Grant for Emerging Scholars.
Dr. Michael Beyerlein received his Ph.D. in I/O psychology from Colorado State
University in 1986. He moved to the University of North Texas (1987) where he
founded the Center for the Study of Work Teams (1990, later known as The Center
for Collaborative Organizations) and helped establish a doctoral program in
Industrial/Organizational psychology, attaining the rank of Professor (1996). Over
17 years of operation the Center sponsored conferences for 18,000 people from 25
countries and generated funding for 150 graduate students. The Center was awarded
the UNT President’s Council Service Award (1994). While at UNT Dr. Beyerlein
also received the President’s Council Teaching Award (1993), The Developing
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Scholar Award (1999), and the Regents Faculty Lecturer Award (2006). He also received the CSU
Distinguished Alumni Award in I/O Psychology (2006). He moved to Purdue University as Department
Head of Organizational Leadership & Supervision (2007). After a merger of Purdue departments he
resumed the role of Professor in Technology, Leadership, and Innovation (2010). He will join the TAMU
faculty in Educational Administration and Human Resource Development in August 2013. He served as
senior editor of the Elsevier annual book series Advances in Interdisciplinary Studies of Work Teams, the
Jossey-Bass/Pfeiffer book series Collaborative Work Systems, and the journal Team Performance
Management. He has published 50 journal articles and book chapters and edited or authored 20 books.
His funding has come from the NSF, several additional government agencies, and companies such as
Boeing, Shell, NCH, AMD, Intel, Raytheon, First American Financial, Westinghouse, and Xerox.
Dr. Dominique T. Chlup received her Ed.D. (Learning and Teaching) from Harvard
University in 2004. She joined the Department of Educational Administration and
Human Resource Development at Texas A&M University as an Assistant Professor of
Adult Education. Simultaneously, she began an appointment as the University Center
Director of the Texas Center for the Advancement of Literacy and Learning (TCALL);
she remained director of TCALL until 2008. Dr. Chlup teaches courses in adult
education, women’s and gender studies, and academic writing. She became an
affiliate faculty member of the Women and Gender Studies Program in 2006 and the
Associate Director of the Promoting Outstanding Writing for Excellence in Research
(P.O.W.E.R.) writing initiative in 2012. She is known for her stellar teaching abilities.
She developed four graduate courses, three focusing on gender and education and another devoted to
special issues in adult education related to the areas of social justice and diversity. Dr. Chlup received the
Association of Former Students College Level Distinguished Achievement in Teaching in 2012 and was
awarded the SLATE (Student-Led Assessment of Teaching Excellence) Award in 2009. Dr. Chlup’s
research interests focus on the socio-historical dynamics of women’s learning in early twentieth century
prison reformatories, the politics and practice of contemporary corrections—prison and jail—education,
and the development of reading, writing, and creative/artistic abilities in adult learners. Dr. Chlup has
received many awards; these honors include receiving Ms. Magazine Writers Award for Feminist
Scholars (2009), and she was nominated for the John J. Koldus III Faculty Achievement Award.
Dr. Larry Dooley received his Ph.D.(Higher Education Administration) from
Texas A&M University in 1989. He joined the Department of Educational
Human Resource Development (now Educational Administration and Human
Resource Development ) at Texas A&M University as an Assistant Professor in
January 1990. Dr. Dooley teaches courses in human resource development.
Individual courses he currently teaches include: training & development,
theoretical foundations of HRD, communications in HRD, and foundations and
management of distance learning. He consistently receives high course
evaluations and was awarded the College Level, Association of Former Students
Distinguished Achievement Award in Teaching in 2000. The majority of his
teaching is totally online and he has led the effort to convert most of the courses in the program to online
delivery. Having taught courses at a distance since 1991, he is considered a pioneer in the field. Dr.
Dooley’s research interests are in eLearning and Training and Development. His research is currently
investigating the use of technology to facilitate business practices. Moreover, he directs the Certified
Training Professional program, a fee-based certificate in the Training & Development Certificate
Programs of the department. Offering a one-week training program leading to certification, this program
has generated over $166,000 since 2008.
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Dr. Ann Gundy received her Ph.D. in Human Resource Development from Texas
A&M University in 1999. She joined the Department of Educational Administration
and Human Resource Development as a Research Assistant in 1994; was appointed an
assistant clinical professor in 2002 with the implementation of the Undergraduate
Program for Human Resource Development and Technology Management. Focus
areas of teaching included Adult Learning Principles, Career Development, and the
academic component of the required undergraduate internship. She developed new
courses as the degree program was initiated as well as updated and converted courses
to an online format. Dr. Gundy received the Texas A&M Former Students Association‘s Distinguished
Service Award for Excellence in Teaching, College Level in 2007. Her research interests have focused
on program evaluation with nineteen years of experience in evaluation of technology implementation
projects and family literacy projects. She is a Texas State approved Even Start Family Literacy evaluator.
Dr. Priya Darshini Kurup is a Clinical Assistant Professor in the College of
Education and Human Development. Her current responsibilities include teaching
undergraduate courses in Human Resource Development and Technology
Management programs. Priya’s primary area of interest is in the development and
application of technology for training and instructions. Currently she teaches
Multimedia Development for Training and Instructions, Introduction to Distance
Learning, Grants and contracts, and Project Management in HRD. She is also one
the 2013 Service-Learning fellows working to develop a service learning course that
focuses on providing students hands-on learning experiences. In the past, she has
incorporated service learning activities in the multimedia development and project management courses,
where students have developed public service messages on social issues and worked with multiple local
organizations to assist in community outreach programs.
Dr. Machuma Helen Atemba Muyia received her Ed.D. (Workforce Development
Education/Human Resource Development) from University of Arkansas, Fayetteville
in 2008. She joined the Department of Educational Administration and Human
Resource Development as a Clinical Assistant Professor in August 2009. Dr. Muyia
teaches three courses, EHRD 371- Applied learning principles, EHRD 372 – Training
and development, and EHRD 374 – Organization development to undergraduate
Human Resource Development and Technology Management students. She has been
instrumental in converting the courses she teaches into online format delivered
through eLearning. Dr. Muyia received the Texas A & M Board of Regents Teaching Excellence Award
in 2011. Dr. Muyia has demonstrated a continued commitment to professional growth and development
that has led to enhanced teaching effectiveness. Since coming to Texas A & M, Dr. Muyia has attended
numerous professional development activities, published, co-published, and presented several articles and
papers at conferences. Dr. Muyia has provided service at program, department, university, national, and
international levels. She has served as a reviewer for Human Resource Development International
(HRDI), Advances in Developing Human Resources (ADHR), International Journal of Qualitative
Studies in Education, and editorial board member, Adult Learning. Dr. Muyia’s research interests include
adult learning, emotional intelligence and leadership development, and organization development.
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Dr. Judy R. Sandlin received her Ph.D. in Kinesiology from Texas A&M University
in 1993. She joined the Educational Administration and Human Resource
Development Department at Texas A&M University as a Clinical Assistant
Professor in August 2007. In 2012, she was promoted to Clinical Associate
Professor in the department. Dr. Sandlin teaches courses in Measurement and
Evaluation, Statistics, and Research Design at both the graduate and undergraduate
levels. She developed the undergraduate course in Measurement and Evaluation
(EHRD 391) and recently developed online versions of EHRD 690A and EHRD 690B. Dr. Sandlin’s
research interest is on the health related behaviors among college students such as drunkorexia and
alchoholemia as well as ethics and character development.
Dr. Homer Tolson received his Ph.D. (Physical Education) from Purdue University in
1968. He joined the Department of Health and Physical Education at Texas A&M
University as an Assistant Professor in September 1968. He was promoted to Associate
Professor in 1973 and to Full Professor in 1980. He has earned the reputation of
“master teacher” and received the Association of Former Students college level
Distinguished Teaching Award in 1982, 1994 and 1994. Dr. Tolson is now a Senior
Professor in the department of Educational Administration and Human Resource
Development (EAHR). He teaches courses in statistical analysis and research design.
Dr. Tolson also serves as the Managing Director of the International Human Resource Development
program with MS programs in Saudi Arabia and a proposed program in Singapore. His research interest
focus is structural equation modeling in Human Resource Development.
Dr. Jia Wang earned her Ph.D. (Human Resource and Organization Development)
from the University of Georgia in 2004. She joined the Department of Educational
Administration and Human Resource Development at Texas A&M University as an
Assistant Professor in July 2007. Dr. Wang teaches a number of graduate courses in
the human resource development program and is a vital contributor to the curriculum
design. Known as a passionate and caring instructor, Dr. Wang received Texas
A&M University Student-Led Assessment of Teaching Excellence Award in 2009
and 2011. Dr. Wang’s research focuses on three areas: international human resource
development, crisis management, and learning within organizations. She has published nearly 30 journal
articles, book chapters and more than 40 conference proceedings articles. She also co-edited a referred
journal issue and made about 60 presentations at the national and international research conferences. Dr.
Wang is the recipient of Early Career Scholar Award by the Academy of Human Resource Development
in 2011 and Outstanding Assistant Professor by the University Council for Workforce and Human
Resource Education in 2011. Dr. Wang is a member of the Editorial Board for Human Resource
Development Quarterly, Human Resource Development International, Advances in Developing Human
Resources, Journal of Research on Leadership Education, and The Commerce Journal International's.
She is also the Editor for the Proceedings of the Academy of HRD 2012 International Research
Conference in the Americas and the Associate Editor for the Proceedings of Academy of HRD 2011
International Research Conference in the Americas.
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ADULT EDUCATION AND HUMAN RESORUCE DEVELOPMENT
BRIEF DESCRIPTION OF THE PROGRAM
Adult Education and Human Resource Development (AEHRD) is one of three graduate
programs offered by the Department of Educational Administration and Human Resource
Development (EAHR). Previously as two independent programs, the Adult Education program
and the Educational Human Resource Development program began the merging process in 2008
and amalgamated in 2009 under the current name of “Adult Education and Human Resource
Development” (AEHRD). The AEHRD program offers two specializations—Adult Education
(AE) and Educational Human Resource Development (HRD)—under one degree authority of
Educational Human Resource Development (EHRD). A Doctor of Philosophy (Ph.D.) with a
specialization in AE is offered in the program. Two graduate degrees: the Master of Science
(M.S.) and the Doctor of Philosophy (Ph.D.) are offered in the HRD specialization. In addition,
the program faculty has offered the Training and Development Professional Certification
program to training professionals in the domestic market. Furthermore, the AEHRD program has
expanded internationally. We have been offering HRD master’s and certification programs in the
Kingdom of Saudi Arabia as part of our International HRD program initiative launched in the
fall of 2007.
Committed to fostering diversity, the AEHRD program has been recognized as one of the most
diverse programs at Texas A&M University. The program faculty not only comes from diverse
cultural backgrounds, students also represent many nationalities such as USA, India, Taiwan,
Chile, Thailand, China, South Korea, Malaysia, Vietnam, Indonesia, Mexico, Iran, and Saudi
Arabia. Presented below is an overview of each specialization including the program offerings,
courses offered, degrees offered, and admission criteria.
Adult Education
The Adult Education specialization (previously called the Adult Education program prior to
2009) was created in 1972 as Adult and Extension Education (ADEX), with the first students
graduating two years later. In 1991, the program became part of the new Department of
Educational Human Resource Development (EHRD), which in 1999-2000 merged with the
Department of Educational Administration to form the Department of Educational
Administration and Human Resource Development. In 2009, the Adult Education program
merged with Human Resource Development to be now called Adult Education and Human
Resource Development.
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Courses Offered and Requirements
The Ph.D. degree with a specialization in Adult Education requires a minimum of 66 credit hours
of course work and successful completion of a dissertation in the student's area of interest. This
program of study is flexible and encourages learners to study an area of adult education in depth.
Fifteen hours in the fundamentals of adult education are required: Foundations of Adult
Education; Adult Learning; Methods of Teaching Adults; Issues in Adult Education; Adult
Education, Globalization, and Social Justice; and one HRD core class-Organizational
Development and Performance in HRD. Students select an additional 9 hours of course work in
adult education among many electives, such as Women and Education; Gender and Education;
Special Issues in Adult Education; Adult Literacy Education; Working with Adult Groups; and
an internship in which they work together with one of our faculty in a setting aligned with the
student’s goals.. Students also take 12 hours in a related field, such as sociology, psychology,
communication, linguistics, women's studies, or history. The research requirement for all
doctoral students in the department consists of a minimum of 18 hours to introduce them to the
theoretical frameworks shaping research and develop expertise in both quantitative and
qualitative research methods. A minimum of 12 credit hours is devoted to dissertation research.
Adult Education Ph.D. Program Curriculum
Shared Adult Education and Human Resource Development (AEHRD) Core Course (6
hours)
EHRD 630: Adult Learning
EHRD 625: Organization Development and Performance in Human Resource
Development
Adult Education Core Courses (9 hours)
EHRD 631: Foundations of Adult Education
EHRD 616: Methods of Teaching Adults
EHRD 643: Adult Education, Globalization, and Social Justice
Adult Education Electives (9 hours)
EHRD 634: Introduction to Gender and Education (WGST 307)
EHRD 636: Working with Adult Groups (SAAHE offering)
EHRD 638: Issues of Adult Education
EHRD 642: Program Development in Adult Education
EHRD 649: Feminist Pedagogy (WGST 309)
EHRD 650: Gender and International Education (WGST 308)
EHRD 670: Women and Education
EHRD 684: Professional Internship
EHRD 685: Directed Studies
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Electives from Related Fields (12 hours)
Research Core Course (12 hours)
EHRD 651: Epistemology (or equivalent)
EHRD 655: Qualitative Inquiry (or equivalent)—OR— EDAD 690N: Naturalistic
Inquiry (or equivalent)
EHRD 690A: Statistics I (or EDAD or equivalent)
EHRD 690B: Statistics II (or EDAD or equivalent)
Research Electives—Advanced Methodology Courses (6 hours)
EDAD 623: Advanced Fieldwork Methods
EHRD 656: Narrative Analysis
EHRD 657: Life History Research
EHRD 690C: Statistics III—Quantitative Research Design (or EDAD)
EHRD 690L: Integrative Literature Review
EDAD 690P: Proposal Writing
Or, equivalent advanced methodology courses outside of EAHR
Dissertation Research (12 hours)
[See copy of Ph.D. in AE Degree Plan in the AEHRD attachments.]
Degrees Offered The program offers the Doctor of Philosophy (Ph.D.) with a specialization in Adult Education.
Admission Criteria
For the AE doctoral program, we invite applicants from all fields. A master's degree is required
but it does not have to be in adult education. Traditionally, doctoral applicants have been
evaluated primarily in terms of their GRE scores and prior academic performance. While we
consider this data important, we do not believe they are sufficient indicators of likely success
in a doctoral program, so we evaluate candidates in a more holistic way. From their resumes,
we assess candidates' work histories (we require that they have had at least three years of
work experience, not necessarily in adult education) and professional contributions, such as
publications, presentations, program development activities, and service in professional
organizations. We also value candidates' participation in volunteer work and community
service. From the purpose statements required in the Ph.D. application, we look closely at
candidates' reasons for seeking a doctorate in adult education and how the Ph.D. furthers their
career objectives; it is essential that candidates have as their goal directing the education of
adults in some manner. In the interview, which is not mandatory but strongly encouraged, we
ask candidates to discuss this in depth, to help both us and candidates assess the rightness
of fit between them and our program. We are also interested in candidates' attitudes toward
and commitment to diversity, both in terms of their espoused values and actual practice. We
explore their research interests and how well those fit with our program. They also submit a
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personal essay with their application. We examine these essays to assess candidates' ability
to conceptualize and structure a clear and logical argument, to think critically about an issue,
to conceptualize in both abstract and concrete terms, to demonstrate their understanding of the
content area, and to exercise some creativity in their writing. Overall, we are seeking candidates
who we believe will do well in and contribute to the program, and who have the potential to
become outstanding scholars and leaders in the field.
We believe this admissions process generally works well. When we have candidates who show
potential in all other ways but whose GPA and/or GRE scores are below average, we usually
recommend a probationary admission, conditional on successful completion of one or more
courses, so that we confirm that they have the ability to succeed in the program. We believe this
flexibility in making admission decisions is important.
Human Resource Development
Description
The introduction of programs in manual training and agriculture in Texas public schools in the
early 1900's was an educational movement that eventually led to the creation of the program now
called Educational Human Resource Development. In 1992, the Educational Human Resource
Development department was created. This department grew in many new areas, especially in
technology. In the same year, the Center for Distance Learning Research was established in
partnership with GTE. The Masters in EHRD was one of the University's first programs
approved to be offered totally at a distance via the Trans-Texas Videoconferencing Network
(TTVN). In the late 1990’s, the department merged with Educational Administration to become
the Educational Administration and Human Resource Development department. Up until 2009,
the department boasted two major program degree authorizations, with two specialization
programs within each authorization. The Educational Human Resource Development degree
included programs in Adult Education and Human Resource Development. In 2009 the AE
program officially merged with the EHRD program and is now called Adult Education and
Human Resource Development (AEHRD). The HRD specialization is one of two tracks within
the AEHRD program. The success of the HRD graduate program led to the creation of an
undergraduate specialization in HRD, which has become one of the fastest growing
undergraduate programs at the university and continues a record of growth. The long and
successful history of the graduate program, coupled with a faculty with robust research agendas
and commitment to excellent practice, suggests a bright future.
HRD Courses Offered and Requirements
The HRD curriculum is specifically designed to give students a foundation in four core areas of
the field: training and development, career development, organization development, and adult
learning. Additional courses in foundations, specializations, and research round out a student’s
HRD learning journey. The program of study is structured to offer students the opportunity to
choose an area of specialization in which greater depth of subject matter may be explored. The
faculty is committed to a balance between research, theory, and practice that is emphasized not
only in each course but also in the overall curriculum of the program.
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Master of Science in EHRD—a 37 credit hour degree program which allows an individual to
take the required course work completely as Web delivery to allow accessibility of our courses to
a wider population or a student may choose to take campus based courses too. Although a final
exam is not required for this degree, individuals must compile a professional portfolio
documenting degree progress which is submitted in the last semester of coursework.
Required Courses (19 hours)
EHRD 603: Applied Theoretical Foundations of Human Resource Development
EHRD 612: Training and Development in Human Resource Development
EHRD 613: Career Development in Human Resource Development
EHRD 625: Organization Development and Performance in Human Resource
Development
EHRD 627: Research and Development in Human Resource Development OR
EHRD 628: Research and Publishing in Human Resource Development
EHRD 630: Adult Learning OR ALEC 610
EHRD 681: Seminar
Remaining Courses—to be approved by the Chair (18 hours)
[See copy of MS in EHRD Degree Plan in the AEHRD attachments.]
Doctor of Philosophy—requires a minimum of 64 credit hours with a master's degree or 96
credit hours without a master's degree. This degree prepares individuals for professional work
settings as well as faculty positions in research universities. It also offers a variety of courses in
which a student may choose to emphasize in areas essential for the knowledge and skills
necessary to meet professional goals. The GRE is a required component of the admission
materials for this degree.
Required Courses:
EHRD 601: Foundations of Human Resource Development
EHRD 612: Training and Development in Human Resource Development
EHRD 613: Career Development in Human Resource Development
EHRD 625: Organization Development and Performance in Human Resource
Development
EHRD 630: Adult Learning
EHRD 651: Models of Epistemology and Inquiry in EHRD
EHRD 655: Qualitative Research Methods or EDAD 690N- Naturalistic Inquiry
EHRD 690: Theory of EHRD Research—Statistics 1
EHRD 690: Theory of EHRD Research—Statistics II
Electives and Specialization Courses (up to 21 hours):
EHRD 602: Critical Issues in Human Resource Development
EHRD 605: Principles & Practices of Leadership in Human Resource Development
EHRD 607: International Human Resource Development
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EHRD 614: Strategic Planning for Human Resource Development
EHRD 618: Evaluation Models in Human Resource Development
EHRD 620: Emotions in Education and Industry
EHRD 621: Communication in Human Resource Development
EHRD 622: Training Task Analysis
EHRD624: Change Theory
EHRD 671: Management of Distance Learning Systems
EHRD 675: Women and Organizational Leadership
Research Electives—Advanced Methodology Courses (6 hours)
EHRD 690C: Statistics III—Quantitative Research Design (or EDAD)
EHRD 657: Life History Research
EDAD 623: Advanced Fieldwork Methods
EHRD 690L: Integrative Literature Review
EDAD 690P: Proposal Writing
EHRD 656: Narrative Analysis
Or, equivalent advanced methodology courses outside of EAHR
Dissertation Research (12 hours)
[See copy of Ph.D. in HRD Degree Plan in the AEHRD attachments.]
Training and Development Certificate Program
This face-to-face training program is offered at least once a year, usually in the spring. This
program is an intensive hands-on, competency-based program for Training and Development
practitioners who are already experienced but desire to polish their skills or for individuals new
to the field of training and development. The Training and Development Professional
Certification Program is based on the ADDIE (Analyze, Design, Develop, Implementation and
Evaluation) model that consists of five systematic steps used to create instructional products for a
variety of settings. Each phase represents a series of tasks that ensure development efforts stay
on target. This model represents a complete instructional design workflow. It has built-in
planning activities, quality assurance checkpoints, and feedback cycles. The Training and
Development Professional Certification Program presents the ADDIE model through a real-
world corporate training perspective. Additional offerings can be designed for individual
organizations to meet their training needs. The training is limited to 25 participants per workshop
to maximize the learning outcomes.
Degrees Offered
Two graduate degrees are offered in the HRD specialization: the Master of Science (M.S.) and
the Doctor of Philosophy (Ph.D.).
Admission Criteria
Admissions to the EHRD Ph.D. Program
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In our admissions process, multiple criteria are used to afford holistic consideration for each
candidate. There are a number of considerations of admission to the EHRD doctoral
program. These include quality of selection, quality of students, current status of the
selection process (including possible changes needed), and diversity of students. Applicants
are admitted to the EHRD doctoral program following admission criteria and deadlines
t h a t a r e c o l l a b o r a t i v e l y established and agreed u p o n by both the department and
the AEHRD program faculty. The program holds admissions once annually, with an application
deadline of December 1, for effect the following summer, fall and spring semesters.
Application packets are blind reviewed by a review committee of three HRD faculty members.
Every effort is made to ensure an admission decision, based on an integration of quantitative
and qualitative data, to select and admit students who demonstrate high potential to become
scholarly practitioners and academicians strongly poised to influence and inform the
development and improvement of theory, research and practice, and thus the continued
advancement of the HRD profession, nationally and internationally. To this end, the HRD
faculty continues to refine and enhance the admission process on a regular basis via a yearly
examination of the process and thereby attempts to ensure alignment between the program
strategy and goals and those of the department college, university, and profession.
[See copy of Admission Criteria/Scoring Sheets for the MS and Ph.D. admissions criteria
in the AEHRD attachments.]
Program Descriptions
ADULT EDUCATION AND HUMAN RESOURCE DEVELOPMENT
Program Vision, Mission, and Goals
Our vision, which aligns with the college vision, is to transform lives through Adult Education
and HRD. Given the AEHRD program consists of two specializations—AE and HRD, each has
its own mission, and goals and objectives. As a result, they will be discussed separately.
Adult Education
As an academic field, adult education is interdisciplinary in nature and multifaceted in purpose
and direction. It draws on many other disciplines such as psychology, sociology,
communications, English, history, race and gender studies, and cultural studies. The breath of
this field makes it an intellectually exciting place where a wide range of interests can be pursued.
The mission of the Adult Education specialization is to develop adult education professionals
who are critically reflective, student-centered, and committed to social justice.
To this end, the Adult Education specialization is dedicated to the development of scholar
professionals who will be educators of adults in a variety of contexts: colleges and universities,
professional organizations, health care institutions, corporations, community organizations,
military services, all levels of governments, religious organizations, continuing education
programs, and nonprofit organizations.
We believe that learning in adulthood has no boundaries. In other words, learning does not end
with the completion of formal schooling; rather, it is a lifelong project. As adults, we learn
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continuously and in all our life situations. It is this learning that is the focus of adult
education. Therefore, as adult educators, we seek to understand how adults learn and how to
facilitate that learning in formal and informal settings, how that learning can benefit both the
individual learner and society at large.
We are deeply committed to diversity and welcome the enrichment this brings us all. We believe
diversity includes all types and varieties of difference, such as gender, race and ethnicity, social
class, sexual orientation, religion and spirituality, political affiliation, country of origin,
language, and disability. We likewise value different epistemologies, including non-cognitive
modes of knowing. We work to infuse these values into all of our courses. In addition, we teach
courses specifically focused on diversity themes, such as Women and Education and Educating
the Older Adult.
In addition to our focus on addressing the learning needs of individual adults, we are also
seeking to advance the public good by deeply committing to issues of social justice both
nationally and globally, to the creating of a more democratic and just society. As a result, our
educational practice is more than instrumental; it is critically reflective and student centered. We
concentrate on helping learners construct a complex understanding of the theoretical foundations
of the field, develop the ability to critique knowledge claims from a social justice perspective,
and to critically reflect on their own practice as adult educators in an on-going way.
Human Resource Development
The HRD faculty at Texas A&M University has defined HRD as the process of improving
learning and performance in individual, group, and organizational contexts through domains of
expertise such as lifelong learning, career development, training and development, and
organization development. Interested students have opportunities for international travel,
professional presentations, and writing for publication.
The mission of the HRD faculty is the matriculation of professional individuals who are highly
effective and influential educators of adults. Our HRD graduates are grounded in the principles
of adult learning and have expertise in at least one of the following HRD areas: Training and
Development, Organization Development, or Career Development. They are either critical
consumers (for our master’s graduates) or producers (for our Ph.D. students) of research and
scholarly publications. They are equipped to facilitate the learning for adults in diverse contexts,
have perspectives that are global and inclusive, use technology in applying HRD, as well as
apply theory to practice.
Our goal is to be the premiere HRD program, both nationally and internationally.
AEHRD Course Descriptions
During the past five years, the following graduate courses have been available to be offered by
the AEHRD program under the heading of EHRD:
601. Foundations of Human Resource Development. (3-0). Credit 3. Survey of the set of
systematic and planned activities designed by an organization to provide its employees with the
necessary skills to meet current and future job demands: learning and human resource
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development, needs assessments, task analysis, designing, implementing and evaluating training
programs, career development, and organization development. Prerequisite: Doctorate students
only.
602. Critical Issues in Human Resource Development. (3-0). Credit 3. Critical issues in
human resource development; development of work force through training and development
activities. Prerequisite: Graduate classification.
603. Applied Theoretical Foundations of Human Resource Development. (3-0). Credit 3. Challenges of supervision associated with human resource development settings; how to apply
theoretical foundations of human resource development to ensure employees obtain the
necessary skills for current and future job demands. Prerequisite: Master's classification only.
605. Principles and Practices of Leadership in Educational Human Resource Development.
(3-0). Credit 3. Development and application of leadership models for human resource
development; introduce and examine historical, philosophical and theoretical aspects of
leadership; explore and evaluate the ethical and influence dimensions of leadership; critically
examine the contemporary research characteristics of effective leadership. Prerequisite: Graduate
classification.
606. Project Management of Educational Human Resource Development Programs and
Departments. (3-0). Credit 3. The managing of educational human resource development
programs and departments in colleges, universities, government, business, and industry.
607. International Human Resource Development. (3-0). Credit 3. Organization, delivery,
and management of human resource development programs in multinational and global
corporate settings. Prerequisite: Graduate classification.
612. Training and Development in Human Resource Development. (3-0). Credit 3. Overview of the process of planning, implementing and evaluation training and development in a
variety of settings; includes conceptual tools needed to develop and design training.
Prerequisite: Graduate classification.
613. Career Development in Human Resource Development. (3-0). Credit 3. Foundations for
developing expertise in the area of career development; content to serve to expand knowledge
and prepare individuals for optimizing human resources in human resource development
organizations; focusing on programs, methods, practices, and techniques by combining personal
and organizational factors. Prerequisite: Graduate classification.
614. Strategic Planning for Human Resource Development. (3-0). Credit 3. Strategic
planning in Human Resource Development (HRD); elements for training, career and
organizational development; mission, values and culture, vision, audit analysis and modeling.
Prerequisite: Graduate classification. Online course.
616. Methods of Teaching Adults. (3-0). Credit 3. Selection and use of appropriate
instructional design strategies in teaching adults.
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618. Evaluation Models in Human Resource Development. (3-0). Credit 3. Providing
instruction, insights, and learning experiences regarding educational human resource
development applications of and relationships among five leading types of evaluation: needs
assessment, program design/delivery, performance outcomes, impact assessment, and
efficiency/ROI.
620. Emotions in Education and Industry. (3-0). Credit 3. Establishing and maintaining
effective working relationships among teachers, trainers and trainees in educational, industrial
and business settings. Online course.
621. Communication in Human Resource Development. (3-0). Credit 3. Visual, oral, written
and computer-based communication processes and their application in institutions, organizations,
interpersonal interactions, and small group settings in human resource development. Prerequisite:
Graduate classification. Online course.
622. Training Task Analysis. (3-0). Credit 3. Developing an understanding of the theory and
practice of task analysis as applied in the public and private employment sectors; reviewing of
the current legal issues related to job task analysis. Prerequisite: Graduate classification. Online
course.
624. Change Theory. (3-0). Credit 3. Conceptual tools needed to understand theories of change
and to develop ways of operationalizing change for education and research. Prerequisite:
Graduate classification. Online course.
625. Organization Development and Performance in Human Resource Development. (3-0).
Credit 3. Introduction to major theories, concepts, skills, and techniques for the practice and
management of organization change and development in various organizational performance
contexts and human resource development settings. Prerequisite: EHRD 601 or equivalent.
627. Research and Development in Educational Human Resource Development. (3-0).
Credit 3. Methods of conducting research programs in educational human resource
development. Online course.
628. Research and Publishing in Human Resource Development. (3-0). Credit 3. The role of
research in human resource development; emerging the themes in research; criteria for
evaluating research; critique of past and future presentations; the role of professionalism and
professional organizations in human resource development; offered in association with the
annual conference of the Academy of Human Resource Development which you must attend.
Prerequisite: EHRD 601 and 627 or approval of instructor; graduate classification.
630. Adult Learning. (3-0). Credit 3. Research and theory in adult learning; factors influencing
the adult learning process.
631. Foundations of Adult Education. (3-0). Credit 3. Fundamental concepts and definitions
relating to adult education; major historical developments and philosophical roots of adult
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education; diverse institutional commitments and response to adult learner needs; administrative,
programming and instructional practices in the field; emerging issues in adult education.
633. Adult Literacy Education. (3-0). Credit 3. Important aspects of implementing literacy
programs for adults; funding, recruiting, placement, counseling and using community resources.
634. Introduction to Gender and Education. (3-0). Credit 3. Major discussions and debates in
the area of gender and education, with particular attention to the role that feminism and feminist
theory have played on the intersections of gender, race, class, ethnicity and sexuality.
Prerequisite: Graduate classification. Cross-listed with WGST 634.
636. Working with Adult Groups. (3-0). Credit 3. Development of skills for facilitating
productivity in task-oriented groups of adults. Issues, problems and concepts frequently
encountered, and potential solutions.
637. Workforce Development. (3-0). Credit 3. Evaluation of the work force of the nation and
the development of research techniques fro identifying, assessing and evaluating the needs of
industry for a quality work force; models for staffing, curriculum needs, and program
development designed and evaluated. Prerequisite: Graduate classification.
638. Issues in Adult Education. (3-0). Credit 3. Pressing contemporary issues within the field
of adult education; exploring issues and their impact on adult education research, theory, and
practice. Specific topics will be addressed for each semester offered.
641. Evaluation of Adult Teaching and Learning. (3-0). Credit 3. Introduces a variety of
approaches to assessment and provides experience in developing the appropriate materials in
adult learning in adult settings. Prerequisite: Graduate classification.
642. Program Development in Adult Education. (3-0). Credit 3. Conceptual tools needed to
develop educational programs for adults in a variety of settings concepts of planning
implementation and evaluation.
643. Adult Education, Globalization and Social Justice. (3.0). Credit 3. Impact of
globalization on individuals and groups across nations; issues of access and opportunity; social
versus individual change and the meaning of international development. Prerequisite: Graduate
classification.
647. Education for the Older Adult. (3.0). Credit 3. Older adults as unique learners--defining
specific physical and psycho-sociological differences between older adults and other learners;
educational implications of specific needs and current educational programs to meet those needs.
Prerequisite: Graduate classification.
649. Feminist Pedagogy. (3-0). Credit 3. Explores how educational systems and institutions
have regarded women historically and contemporarily; considers practical and theoretical
writings on feminist pedagogy. Prerequisite: EHRD 634. Crossed listed with WGST 649.
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650. Gender and International Education. (3.0). Credit 3. Explores the intersection of formal
and informal education and understandings of gender in countries beyond the United States.
Prerequisite: EHRD 634. Cross listed with WGST 650.
651. Models of Epistemology and Inquiry. (3-0). Credit 3. An introductory course addressing
the theoretical frameworks that support and inform any systematic process of inquiry.
Prerequisite: Graduate classification. Several sections may be offered.
655. Qualitative Research Methods. (3-0). Credit 3. Introductory course in qualitative research
methods; theoretical underpinnings; the research paradigm and applied experience with the
methodology. Prerequisite: EHRD 651 or equivalent.
656. Narrative Analysis. (3-0). Credit 3. Analysis of narratives; study of the theory behind "the
narrative turn" in qualitative research; explore and apply various approaches to analyzing
narratives in terms of both structure and their content. Prerequisite: EHRD 655 or equivalent.
657. Life History Research. (3-0). Credit 3. Examines qualitative research that focuses on life
experience both in its entirety (life history; biography; and autobiography) and with specificity
around a particular event (autoethnography); explores the nature of these types of qualitative
research and discussing the methodological issues inherent to each mode. Prerequisite: EHRD
655 or equivalent.
670. Women and Education. (3-0). Credit 3. Critical history, theoretical, and practical issues
related to women and education. Prerequisite: Graduate classification.
671. Management of Distance Learning Systems. (3-0). Credit 3. Organization, management
and administration of distance learning systems; funding delivery systems and policy.
Prerequisite: EHRD 673 or equivalent. Online course.
673. Introduction to Distance Learning. (3-0). Credit 3. Introduction to the field of distance
learning; application of distance learning principles to training settings via a variety of distance
learning modalities; examining of the concepts surrounding distance learning, the theories that
underpin the field, and the impact that they have on practice. Prerequisite: Graduate
classification.
674. Distance Networking for Training and Development. (3.0) Credit 3. Development of
knowledge towards application of telecommunications networking in corporate training settings;
technical alternatives for deliveryof subject matter for trainers. Prerequisite: Graduate
classification.
675. Women and Organizational Leadership. (3-0). Credit 3. Historical, theoretical, ethical
and legal issues relevant to women leaders in organizational contexts; skills development and
practical approaches to effective leadership.
679. Procurement of Contracts and Grants. (3-0). Credit 3. Funding sources that support
research and development activities; identify methods of securing funding; study state, national
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and private funding sources and how to become successful in submitting to each; complete a
proposal to a funding agency; and a management plan for a funded project. Prerequisite:
Graduate classification. Online course.
681. Seminar. (1-0). Credit 1. Issues pertinent to adult education and/or educational human
resource development and research in appropriate areas; Masters of Science students seeking the
HRD specialization will develop a professional portfolio documenting progress through the
individuals program, highlighting goals, beliefs, and desires associated with the program.
683. Practicum in Educational Human Resource Development. Credit 1 to 6. Field –based
practicum in theory and strategies for researching and delivering programs within a variety of
educational human resource development settings. May be taken two times. Prerequisite:
Approval of advisor.
684. Professional Internship. Credit 1 to 6. Supervised experiences in performing professional
functions appropriate to career goals. Prerequisite: Approval of instructor and program chair.
685. Directed Studies. Credit 1 to 4 each semester. Directed individual study of selected
problems in the field of educational human resource development or adult education.
Prerequisite: Approval of instructor and program chair.
689. Special Topics in... Credit 1 to 4. Selected topics in adult education. May be repeated for
credit.
690. Theory of Educational Human Resource Development Research. Credit 3 to 6. Theory
and design of research and inquiry in various applications of models and research procedures
including quantitative analyses, naturalistic inquiry, research design and preparation of research
proposals, as they relate to the discipline of educational human resource development.
Prerequisite: EHRD 651 or equivalent.
Note-The 690 course is offered in several areas of emphasis:
EHRD 690A: Statistics I-Quantitative Research Design
EHRD 690B: Statistics II-Quantitative Research Design
EHRD 690C: Statistics III-Quantitative Research Design (or EDAD)
EHRD 690L: Integrative Literature Review
691. Research. Credit 1 or more each semester. Research for thesis or dissertation.
Learning Outcomes
In accordance with our vision, mission and goal, we have developed different student learning
outcomes for the Master’s and doctoral programs.
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Learning Outcomes for the Master’s Program
1. Students will demonstrate effective communication skills.
2. Students will demonstrate solid knowledge of the AE/HRD disciplines.
3. Students will demonstrate the ability to engage in academic communications.
Learning Outcomes for the Ph.D. Program
1. Students will present research at conferences.
2. Students will submit a manuscript for publication.
3. Students will gain professional experience in the field.
Assessment of Learning Outcomes
Assessments for the Master’s Program
1. Students’ communication skills are assessed using a Written Communication VALUE
Rubric. Sources of evidence include course artifacts on the individual and/or group levels.
The target is 80% of students will score a 2 or above on the Written Communication
VALUE rubric. During this review period, this goal has been met each year.
2. Students’ discipline knowledge is assessed via a Master Portfolio (a compilation of and
reflection on the knowledge and skills gained by the students thorough the duration of their
MS program). The quality of this portfolio is assessed using Master Portfolio Rubrics
developed by the HRD faculty. The target is 90% of the submitted portfolios will be judged
as passing as determined by a three faculty member assessment team. During this review
period, this goal has been met each year.
3. Students’ proficiency in academic communication skills is assessed via a Master Portfolio
(a compilation of and reflection on the knowledge and skills gained by the students
thorough the duration of their MS program). The quality of this portfolio is assessed using
Master Portfolio Rubrics developed by the program HRD faculty. The target is 90% of the
submitted portfolios will be judged as passing as determined by a three faculty member
assessment team. During this review period, this goal has been met each year.
[See the Master’s Portfolio Guidelines and the Master’s Portfolio Rubric in the
AEHRD attachments.]
Assessments for the Ph.D. Program
1. Evidence of student presentations at conferences is tracked each year by the program
faculty. The target is 90% of graduating students will present research at a conference.
During this review period, this goal has been met each year. In fact, our program has a high
percentage of student participation in conferences. See data in the Scholarly Productivity
section.
2. As a part of the doctoral Qualification Exam (QE), doctoral students are required to submit
a manuscript for peer-review to a primary journal in the field of HRD. Prior to the
dissertation defense, the manuscript must be either accepted to be published or published in
a journal. This is one strategy the program uses to encourage doctoral students to publish.
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[See the Qualification Exam Guidelines and the Qualification Exam Criteria in the
AEHRD attachments]
3. To ensure students gain professional experience in the field, we provide two courses:
EHRD684—Internship and EHRD685—Directed Studies. Through these two courses,
students engage in real-life experiences or research projects under supervision of a faculty
member of their choice. In addition, our doctoral students are the primary source of
Teaching Assistants (TA) for the undergraduate program in HRD at Texas A&M
University. In the TA role, doctoral students deliver HRD courses either independently or
in collaboration with a faculty member. TA positions help students gain practical
experiences in college teaching. The target is 90% of graduating students will have a
professional experience. During this review period, this goal has been met each year.
Program Faculty
During the period of this review, the number of full-time faculty in the AEHRD program
varied for several reasons, such as faculty departure (one in 2008, three in 2012), retirement
(one in 2011), and changed roles (two faculty members assumed 100% administrative
responsibilities in 2008 and 2011, respectively) During the last year of this review period
(2012), the number of full-time program faculty decreased to five. The report in this section
primarily reflects the largest contingency, which consisted of a total of 11 faculty members for
the FY 2007-2008, three in AE and eight in HRD. These faculty members brought in high
quality academic training, diverse professional experiences, and a wide range of research
agendas rooted in multiple cultural contexts.
Faculty Diversity The AEHRD faculty represent a high quality of academic training as well as diversity in their
ethnicity and cultural backgrounds (Table 1). In addition, they embrace diverse viewpoints and
approaches to research and scholarship, which are expressed in the wide range of expert subject
areas (see Table 2). All the program faculty members are actively involved in diverse research
and practice; conducting critical and cross-cultural studies; advising students from different
backgrounds and countries, and serving as visiting scholars and consultants in international
universities, industries, and communities.
Table 1. The AEHRD Faculty Profile
Faculty Name Country of
Origin
Sex Degree Authorizing Institution
Alfred, Mary Saint Lucia Female University of Texas at Austin
Callahan, Jamie USA Female George Washington University
Chlup, Dominique Jamaica Female Harvard University
Clark, Carolyn USA Female The University of Georgia
Dooley, Larry USA Male Texas A&M University
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Faculty Name Country of
Origin
Sex Degree Authorizing Institution
Egan, Toby USA Male University of Minnesota
Lynham, Susan South Africa Female University of Minnesota
McLean, Gary Canada Male Columbia University
Nafukho, Fredrick Kenya Male Louisiana State University
Tolson, Homer USA Male Purdue University
Wang, Jia China Female The University of Georgia
By virtue of our faculty being graduates from most of the major AE/HRD programs in the USA,
they bring a diversity of ideas and perspectives to the program. This diversity optimizes
exposure to the core debates that frame the foundations of our field and encourages a synergistic
perspective for both students and faculty.
Faculty Expertise
The AEHRD Faculty, by education and experience, have high levels of expertise in theoretical and
applied areas of Adult Education and HRD, and are recognized as leaders in their respective areas. Their
areas of expertise cover a wide range of subjects as presented in Table 2.
Table 2. The AEHRD Faculty Expertise
Name Expertise
Alfred, Mary
Adult learning and development
Equity and social justice in education and the workplace
Immigration and learning
Welfare reform and women's economic development
Women of the Diaspora
Callahan, Jamie
Critical HRD
Leadership development
Organizational learning and cognition
Sociology of emotions/Emotion management in organizations
Chlup, Dominique
Adult education
Adult literacy
Correctional education
History of education
History of women and girls prison education
Women's and gender studies
Clark, Carolyn
Adult development and learning
Marginalized women’s identity development
Transformational learning
Narrative learning
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Issues in qualitative research
Dooley, Larry International human resource development
E-Learning in human resource development
Training and development
Egan, Toby
Organization development
Executive coaching and mentoring
Communication in human resource development
Research methodology
McLean, Gary
Human resource development for national, community and social
development
International human resource development
Organization development
Lynham, Susan
Applied theory building in human resource development
Strategic human resource development
Responsible leadership
Qualitative methodologies and methods
Nafukho, Fredrick
Adult, organizational learning and performance improvement
Distance learning
Evaluation in organizations
International human resource development
Investment in human capital for human development
Tolson, Homer Statistics
Research design
Wang, Jia International human resource development
Crisis management
Learning within organizations
With a wide range of expertise, the program faculty has been able to offer not only specialized
courses to students in the AEHRD program, but also research and writing courses to students
across the campus. For example, our courses, such as EHRD 651— Models of Epistemology,
EHRD 655— Qualitative Research Methods, EHRD 656— Narrative Analysis, EHRD 657—
Life History Research, EHRD 690L—Integrative Literature Review, and CEHD 603—Writing
for Publication in Education and Human Development Research, have drawn a number of
students outside of the EAHR department. The offering of these courses has enhanced our
program visibility within the College of Education and in the larger University community.
Scholarly Productivity
All highly productive, the AEHRD faculty has been serving in various leadership roles in
professional organizations, serving on editorial boards of major journals, publishing in top-tier
journals, presenting at national and international conferences, writing and obtaining internal and
external grants, winning awards, and maintaining an international focus by conducting research
in different countries. The scholarly activities in which the program faculty has been engaged
during this review period are summarized in the following six areas: publications, conference
presentations, journal editorships, grants, professional organization leadership, awards and a
tabular summary is presented in Table 3.
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Publications: Collectively, the program faculty generated a total of 378 publications. Among
them, 128 were peer-reviewed articles, 10 books, and 43 book chapters. Below are a few
examples of the wide range of top-tier international journals in which the program faculty
published their research work.
o Human Resource Development Quarterly
o Human Resource Development International
o Advances in Developing Human resources
o Human Resource Development Review
o The International Journal of Human Resource Management
o European Journal of Training and Development
o International Journal of Vocational Education and Training
o Adult Learning
o Adult Education Quarterly
o Adult Basic Education and Literacy Journal
o The Canadian Journal for the Study of Adult Education
o International Journal of Training and Development
o International Journal of Lifelong Education
o International Journal of Higher Education
o Career Planning and Adult Development Journal
o New Horizons in Adult Education and Human Resource Development
o The Learning Organization
o Performance Improvement Quarterly
Conference Presentations: A total of 128 presentations were made at various national and
international conferences, including but not limited to the following:
o The Academy of Human Resource Development International Research Conference
in the Americas
o The Academy of Human Resource Development International Research Conference
in Asia
o The Academy of Human Resource Development International Research Conference
in Europe
o The Adult Education Research Conference
o The Commission of Professors of Adult Education
o National Conference on Family Literacy
o North American Research Conference
o International Adult Education Research Conference
o International Conference on HRD Research and Practice Across Europe
o American Educational Research Association
o Academy of Management
Editorships: In addition to engaging in research and publications, the program faculty have
also assumed important leadership roles in various capacities, such as,
o Associate Editor, Human Resource Development Review
o Editor, Human Resource Development Review
o Associate Editor, NIDA HROD Journal
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o Regional Editor, European Journal of Training and Development (North American
region)
o Associate Editor, International Journal of Qualitative Studies in Education
o Management Board Member, Human Resource Development International
o Editor, Adult Learning
o Management Board Member, Adult Education Quarterly
Grants: During this review period, the AEHRD faculty has been involved in 63 grant
activities. See the departmental section of this report for a complete listing of the grants and
the dollar amounts that were awarded.
Professional Organization Leadership:
o Member, Board of Directors, The Academy of Human Resource Development
o Chief Operating Officer, International Conferences, The Academy of Human
Resource Development
o Member, Executive Committee, Commission of Professors of Adult Education
(CPAE).
o Chair, Commission of Professors of Adult Education (CPAE) Faculty Development
SIG
o Co-Chair, Adult Education Research Conference
o President, Commission of Professors of Adult Education (CPAE)
o Vice-President for Research, The Academy of Human Resource Development
o External Advisor, Ph.D. program in HROD, National Institute of Development
Administration, Bangkok, Thailand
o AHRD MENA Chapter Coordinator, and coordinator of 1st MENA conference in
Bahrain, December, 2009
o President & At-large-member and secretary, TAMU Women's Faculty Network.
Awards: The program faculty received a number of awards for their outstanding scholarship,
teaching, and services at the international, national, regional, and university levels. For
example,
o Early Career Scholar, The Academy of Human Resource Development (2009 &
2011)
o Outstanding Assistant Professor, University Council for Workforce and Human
Resource Education (2011)
o Distinguished Service Award, The Academy of Human Resource Development
o Texas A&M University’s College-Level Association of Former Students
Distinguished Achievement Award for Teaching (2012)
o Presidential Award , American Association for Adult and Continuing
Education(2010)
o Marlowe Froke Award, American Association for Continuing Higher Education
(2010)
o Best journal Article Award, Human Resource Development International (2008)
o Best Issue Award, Advances in Developing Human Resources (2012)
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Table 3: Faculty Scholarly Activities 2007-2012
Scholarly Activity Productivity
Refereed Journal Articles 128
Book Chapters 43
Books 10
Conference Presentations 199
Editorships 71
Grants 63
Program Student Enrollment
Being one of the top AEHRD programs in the country, we have continued attracting students
from all over the world. The past five years have witnessed steady(approximately 200 per year)
student enrollments, despite the fact that we lost a number of core faculty due to faculty
departure (4), retirement (1), and changed responsibilities (from full-time faculty to full-time
administrators, (2)). The student enrollments during this review period are summarized in
Table 4.
Table 4: AEHRD Student Enrollment Sept. 2007- Dec. 2012
Year Master’s Students
on Campus
Master’s
Students in
KSA
Ph.D. Students Total
Enrollment
2007-2008 70 15 88 173
2008-2009 110 20 93 223
2009-2010 89 21 96 206
2010-2011 77 28 91 196
2011-2012 78 37 79 194
2012-2013 77 40 91 208
How the Program is Meeting College and Department’s Strategic Plans (Based on
Program Analysis)
Four of the past five years witnessed progress and improvement in many program areas as we
continued to seek innovative strategies to strengthen the AEHRD program. Our program boasts
a large number of international students and extremely high quality faculty team. The program
has expanded internationally and the quality of courses we delivered in the Kingdom of Saudi
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Aramco was well received by the stakeholder. The core strengths of the AEHRD program are
presented in this section. The program has contributed to the college and department strategic
plans in the following manner.
Contribution to Quality Education
The program has been committed to delivering quality education to students through the
learner centered approach. A large number of our students are non-traditional students,
meaning they are professionals who continue to work full-time as they pursue their graduate
education and many of them are located outside of College Station. To accommodate the
changing demographics of our students, the AEHRD program has tailored our courses in several
ways to meet students’ special learning needs. First, all of our master’s courses in HRD are
delivered in the fully online format. Second, we offer courses in the evenings and over
weekends to afford the distant students/full-time working professionals the opportunity to
commute to campus after work. Third, we offer blended learning courses through technology to
make the face-to-face courses accessible to distant students. The flexibility in our course
scheduling and the use of diverse learning platforms has allowed our students the opportunity to
further their education while still continuing their careers.
Contribution to Research Engagement
As presented earlier in the Faculty section, the AEHRD faculty has been very productive in
their research activities. In addition, our students have been strongly encouraged to publish and
present research independently or in collaboration with faculty members. Each year, typically
six to ten students attend and present at the AAACE and AERC conferences each year. EHRD
628 (Research & Publishing in HRD) is offered each year and takes place at the Academy of
HRD Annual International Research Conference in the Americas. We are proud to say that we
have maintained the record of the highest number of student presence. A snapshot of the
scholarly activity is provided in Table 5.
Table 5. Scholarly activity of the AEHRD program at the AHRD Annual International Conferences
Year Number of Peer Reviewed Publications
Number of Faculty (on publication indicated)
Number of students (on publications indicated)
Number of students and Faculty (on publications indicated)
2007 23 16 24 40
2008 26 20 18 38
2009 29 29 23 52
2010 32 33 26 58
2011 32 29 16 34
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As indicated in Table 5, except for 2012 when the number of faculty decreased by 3, the
program productivity in research has been an increasing slope. In addition to productivity in
research demonstrated by faculty and students, the quality of our research has also been well
recognized. For example, during the past five years, three dissertations supervised by our
faculty received the best dissertation award from the Academy of HRD and American Society
of Training and Development.
While our Adult Education specialty is small in number of students, the scholarly activity of AE students
was commendable as exhibited in Table 6.
Table 6. Scholarly Activities of Adult Education Students 2007-2012
Contribution to Diversity
Recruiting diverse faculty and students has been a primary goal of the AEHRD program which
in alignment with the college and department strategic plan. During the past five years, we
have recruited faculty from China, Canada, and Kenya. Our student selection process also
purposefully endorses race and ethnicity as among the highest priority admission criteria to
the program. As a result, our program currently enjoys the highest diversity rate of all
doctoral programs in the college and continues to make every effort in the admission process
to not only perpetuate this acclaim, but to continue to increase the diverse profile of its
students—all of which align with and support key strategic imperatives of the department,
college, and university, and of course the richness of the student and faculty experience in the
program.
2012 26 9 6 23
Year Publications Conference Presentations
2007 1 student listed 2 publications 3 students listed 4 conference
presentations
2009 1 student listed 1 publications 5 students listed 7 conference
presentations
2010 3 students listed 6 publications 6 students listed 14 conference
presentations
2011 3 students, listed 4 publications 7 students listed 20 conference
presentations
2012 6 Students; listed 6 publications 8 Students; listed 22 conference
presentations
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In conclusion, with the three new faculty members joining the program in the fall 2007, we
developed a new vision of becoming the number one HRD program in the country with
international focus. Based on the evidence presented above, we are happy to conclude that,
except for the last year of this review period in which we had too few AEHRD faculty, we have
accomplished this goal. With the collaboration between the faculty members and our graduate
students, we have established ourselves as the leading HRD program in the country.
Contribution to Student Growth
The program faculty has continuously encouraged and facilitated student development via the
following opportunities.
Support student development by participating in activities organized by the student
organization, Graduate Representative Advisory Board. Our faculty has served in the capacity of
Faculty Advisor, panel members at the Brown Bag Lunches, and co-organizers of social events.
Offer career development opportunities outside of classroom.
Training & Development Professional Certification Program (CTP) is offered
through the AEHRD Program (many faculty participated as designers and
instructors) and each year, two students in the AEHRD program are given the
scholarship by the Program to support their pursuit of the training certificate.
o Provide support for academic opportunities for both potential scholars and practitioners.
Faculty encourages students to engage in various academic opportunities such as
fellowships, conferences, and research ventures that aid students in their scholar and
practitioner goals.
o Assist in academic preparation and development opportunities for doctoral students who aim
to work in universities as faculty.
Our doctoral students have the opportunity to teach undergraduate courses in their
area of interest. In fact, our students are the primary source of Teaching Assistants
for the HRD undergraduate program. Students are also given the opportunity to teach
topics as a guest lecturer in both undergraduate and graduate courses.
Students are also strongly encouraged to work with faculty on research projects
related to their field of interest.
o Supervise internships with organizations across the globe.
For our International HRD (IHRD) master’s program in Saudi Arabia, students are
required to complete EHRD 684 (Professional Internship) as part of their program of
study. They work with diverse organizations in Saudi Arabia to gain practical
experiences. Their internship projects are supervised and evaluated by the faculty
member who directs the IHRD program.
On campus, while not required, EHRD 684 is offered upon approval and direction of
students’ academic chairs or faculty members of the students’ choice. . Many of our
campus students take the opportunity to conduct internships with local and
international organizations.
[See next section for the Internship Organizations.]
o Encourage student participation in professional associations.
HRD students are encouraged to join the Academy of Human Resource Development
(AHRD); AE students are encouraged to join the Commission of Professors of Adult
Education (CPAE).
o Provide informal mentoring opportunities.
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While there is no formal mentoring process in the AEHRD program for students,
each faculty advisor plays a pivotal role as mentor. In fact, our program faculty has
the reputation of being extremely caring, resourceful, and dedicated to student
growth.
o Provide opportunities for students to participate in learning communities.
Our Adult Education faculty member, Dr. Dominique Chlup, serves as the Associate
Director of Promoting Outstanding Writing for Excellence in Research (POWER), a
college-level support services. In this role, she has been promoting the writing
service (including offering writing classes) to our graduate students.
At the program level, we have hosted the annual “Chautauqua” (in three consecutive
years)—a day of gathering with the program faculty, student alumni and the current
students in our program. Typically, we bring in established scholars in the fields of
Adult Education and HRD as the guest speaker. This opportunity enables us to
building a learning community through scholarly and social engagements.
Individual faculty members (e.g., Drs. Gary McLean and Jia Wang) have also made
special efforts in engaging international students in social settings, such as hosting
International Student Potluck nights to help them with the cultural adaptation.
Our HRD faculty member, Dr. Larry Dooley, has been serving as the Faculty
Advisor on the student organization, Graduate Representative Advisory Board
(GRAB), guiding and mentoring student leaders who plan for social events,
professional development workshops, and identifying funding resources for students.
In fact, the majority of GRAB officers are masters and doctoral students from the
AEHRD program, assuming positions such as the President, Associate President, or
Treasurer of the organization.
Internship Organizations
An internship is a requirement for the master’s degree in HRD for the Saudi Arabia program.
Therefore, most of the internship organizations for these students reside in the Kingdom of
Saudi Arabia. However, domestic organizations have also offered internship opportunities for
our other masters’ students. Below is the list of some internship sites outside of and within the
USA.
Internship Sites in KSA
1. Arabian Society for Human Resource Management- HR Education rep.
2. Saudi Aramco -Technical Training Support Department
3. Arabian Society for Human Resource Management- Staff Training Department
4. Arabian Society for Human Resource Management- Staff Development Group
5. Saudi Aramco- Saudi Aramco Medical Organization
6. Saudi Aramco- Drilling and Work-over Operations
7. Arabian Society for Human Resource Management- HR Professional Society Secretary
8. Saudi Aramco- Hi Potential Professional Program
9. Saudi Aramco- Career Counseling (Talent Management)
10. Saudi Aramco- Specialist Development Program
11. Saudi Aramco-Creating Future Leaders Program
12. Saudi Aramco- Competency Mapping and Development
13. Saudi Aramco- Planning and Training Unit
14. Saudi Aramco- Organizational Development (Permanent Total Disability System)
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15. Sama Training Center- Hassa, Saudi Arabia
16. Almajdoule Group- Dammam, Saudi Arabia
17. Saudi Aramco- Industrial Certification and Training Support Division
18. Saudi Aramco- Saudi Aramco Built Government Schools Division
19. Saudi Aramco- Computer Training Center
Internship Sites in the USA:
1. New Field Exploration Co,, Houston, TX
2. Northwestern Mutual Financial Network, Houston, TX
3. The Methodist Hospital System, Houston, TX
4. SunGard—Campus Recruiting Program, Financial Systems and Corporate, Houston, TX
5. Amegy Bank, NA—The Business Continuity Department, Houston, TX
6. Alcoa, Point Comfort Operations, Point Comfort, TX
7. Baker Hughs, Houston, TX
8. Packaging Services Company (PSC), Houston, TX
9. Halliburton, Houston, TX
10. Reynolds & Reynolds, College Station, TX
11. Nabors Drilling, Houston, TX
12. National Oilwell Varco, Houston, TX
13. Dell Computers, Round Rock, TX
14. Scott & White Health Care, College Station, TX
15. St. Joseph’s Hospital, Bryan, TX
16. ExxonMobil, Houston, TX
17. University of Texas San Antonio, School of Health Professions, San Antonio, TX
18. Texas A&M University Center for Teaching Excellence, College Station, TX
19. Lone Star College, North Harris, TX
20. U.S. Military
AEHRD Graduate Student Demographics
Over the past five years, we have continued to foster a very diverse student base. The average
age of our graduate students is 35.34 years, with a range between 22 to 61 years. The diversity of
our graduate students is displayed in Table 7.
Table 7. Diversity of AEHRD Graduate Students
Masters Students
Year Total Diverse Percent Male Female
Fall 2007 EHRD 70 17 34% 16 54
Fall 2008 EHRD 110 36 37% 33 77
Fall 2009 EHRD 89 28 36% 26 63
Fall 2010 EHRD 84 20 37% 24 60
Fall 2011 EHRD 75 22 41% 24 51
Fall 2012 EHRD 77 19 43% 28 49
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Doctoral Students
Year Total Diverse Percent Male Female
Fall 2007 EHRD 88 37 42% 29 59
Fall 2008 EHRD 93 38 41% 32 61
Fall 2009 EHRD 96 39 41% 34 62
Fall 2010 EHRD 84 40 48% 29 55
Fall 2011 EHRD 81 38 47% 24 57
Fall 2012 EHRD 91 43 47% 32 59
Department Support for AEHRD Graduate Students
The graduate students in the AEHRD program have received generous financial support from the
department in the forms of teaching assistants (TA), graduate assistants (GA). Using spring 2011
– fall 2012 as an example, the EAHR Department sponsored eight AEHRD students for GA
positions ($126,000) and three technology GA’s ($54000). All GA’s have tuition paid by the
department ($81,888)
Program Analysis
Since the fall 2007, the AEHRD program faculty has engaged in a concentrated effort to assess the quality
of our program using a set of standards for program excellence, which was developed by the Academy of
HRD aimed at graduate programs in HRD and related fields. These standards were developed based on
review of outstanding programs, benchmarking of other professional fields, review of existing
frameworks for program accreditation, and the ideas of leading scholars and programs administrators in
the field. The standards focus on the seven core areas: (1) program purpose; (2) faculty; (3) curriculum;
(4) students; (5) research; (6) resources; and (7) leadership and support. Without repeating what has
already been presented in each area above, in this section a summary of the program status against these
standards.
Standard #1.0: Program Purpose: This standard consists of seven components: vision,
mission, strategy, international standards, definition, codes, and innovations.
The AEHRD program has met this standard. In the past five years, the program faculty has also
continuously reviewed and improved different aspects of the program, such as admissions and
policies, as well as updated our website several times. For future development, the program
faculty plan to more clearly communicate our mission and goal through multiple venues.
Standard # 2.0: Faculty: This standard consists of nine components: expertise, diversity,
number of faculty, program culture and climate, scholarly productivity, teaching and advising,
faculty development, engagement, and adjunct faculty.
In summary, the AEHRD faculty has met and surpassed this standard.
o As presented earlier, we have a group of highly accomplished faculty members in the
AEHRD program. Please see Tables 1-3 for the numerical summary associated with
faculty diversity (Table 1), expertise (Table 2), and scholarly productivity (Table 3). In
alignment with the department’s Primary Commitments, the program has fostered a
highly student centered, caring and supportive culture with a high level of collegiality and
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collaboration to ensure program effectiveness, growth, and innovation. All the faculty
members care deeply about student growth and strive to provide the best service they can.
o In terms of teaching and advising, the AEHRD faculty has been recognized for their
teaching excellence and effectiveness in guiding students towards graduation and
professional success. Several of our courses attract students from outside our program
and college. Three examples are EHRD 630—Adult Learning and EHRD 690A—
Statistics I and EHRD 690B—Statistics II. These courses serve not only our students but
also students from ALEC, ADEV, EDCI, HORT, RPTS, and Comm. Additionally, two of
our courses are options for the Certificate in College Teaching: Adult Learning and
Methods of Teaching Adults. This certificate is of particular interest to students in other
disciplines who are planning an academic career but lack a background in pedagogy; it is
another way our program serves the broader University community and attains greater
visibility. As a result we are asked to serve on many dissertation committees outside the
department, in addition to the load created by our own students. Teaching and advising
loads within the program may be ascertained from the departmental portion of this
review.
o In terms of faculty development and engagement, our faculty are encouraged, supported,
and rewarded for continuing professional development. There are many workshops
provided to faculty at different levels, department, college, and university. Faculty is also
given professional development funds to attend national and international conferences.
Junior faculty are mentored and supported towards tenure and promotion with 20 hours
of graduate assistance per week, lighter teaching load, and fewer service activities. This
allows junior faculty to focus their energy more on research and publication. Each faculty
member receives regular guidance and support from his/her mentoring committee. In
addition, faculty engagement is extensive.
o With regards to adjunct faculty, given the large number of students in the AEHRD
program and the large TAMU student body, adjunct faculty has been hired to teach
graduate-level online courses. These adjuncts have consistently delivered high quality
instruction and been well received by our students. Each adjunct graduated from
prestigious universities and is highly competitive as both online instructors and scholars.
The adjunct faculty members we have consistently used are graduates from Research I
universities such as Texas A&M University) Virginia Tech, and University of Minnesota.
Standard #3.0: Curriculum: This standard consists of 11 components: purpose of program of
study, conceptual framework, research and theoretical basis, core theory in HRD, future trends,
interdisciplinary, integrated experiences, and development of research skills, research paradigms,
development of reflective and scholarly practice, and curriculum evaluation and improvement.
In terms of this standard, the faculty of the AEHRD program has substantially satisfied this
benchmark and needs to be reflective regarding evaluation and improvement.
o The competencies that guide the AE/HRD master’s and doctoral programs, as
approved in August 2007, are as follows:
o Master’s competencies include:
1. Consumers of research and scholarly writing
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2. Experts in the field of HRD with in-depth knowledge and skills of at least one of
training & development, career development, or organization development
3. Acculturation to being a scholarly practitioner
4. Apply theory to practice
5. Apply HRD through use of technology
6. Apply HRD knowledge and skills in diverse organizational settings with diverse
populations
7. Understand and work with other functional areas within organizations
8. Choose ethical courses of action in research and practice
9. Provide consultations using action research concepts
o Doctoral competencies include:
1. Producers of research and scholarly writing
2. Experts in the field of HRD with in-depth knowledge and skills of training &
development, career development, AND organization development
3. Acculturation into scholarly practice
4. Apply HRD knowledge and skills in diverse organizational settings with diverse
populations
5. Choose ethical courses of action in research and practice
o As the faculty, we have agreed upon core theory and conceptual framework in HRD.
All course syllabi have a clear description of the content of the course and specific
objectives for students’ learning experiences in the course. To ensure students meet
expected learning outcomes, our curriculum covers a wide range of AEHRD related
topics as follow:
Coverage Topics Relevant Courses
analysis and assessment EHRD 616, 612, 625, 607, 603
design and development of interventions EHRD 603, 612, 613, 625
measurement and evaluation EHRD 601, 603, 612, 618, 625
organization development and change EHRD 601, 603, 607, 625
improving human performance EHRD 612, 625
organizational learning & knowledge management EDAD 654, EHRD 603, 625
career development and talent management EHRD 601, 603, 613, 625
managing the HRD function EHRD 606
consulting EHRD 625
coaching EHRD 603, 605, 625
adult learning EHRD 603, 616, 630
design and delivery of learning EHRD 612, 616, 630
ethics in HRD and organizations EHRD 602, 603, 612, 625, 630
organization behavior EHRD 603, 625
globalization EHRD 601, 602, 603, 607, 612, 625, 630, 650
technology EHRD 602, 603, 607, 612, 630, 671, 673
critical HRD EHRD 602, EHRD 620, EHRD 605
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Our curriculum also covers emerging trends in the field of HRD, such as globalization,
technology and critical HRD. In addition, the program offers courses addressing interdisciplinary
core theories of the field. These classes are taught by faculty who themselves have
interdisciplinary backgrounds ranging from adult literacy, adult education, psychology,
sociology, educational administration, and more.
To ensure the program quality, the program offers preliminary examinations to doctoral students
and portfolios for master’s students. Both experiences enable graduate students to draw upon and
apply the depth and breadth of material covered throughout their graduate experience. Further,
class projects facilitate continuous, real time learning that is applied to practical issues associated
with core topical areas in the field.
In terms of research skills, paradigms, and reflective and scholarly practice, we offer students the
following opportunities:
o A series of specialized research courses for doctoral students to introduce qualitative and
quantitative research approaches
o foundational research courses (e.g., EHRD 651 Epistemology; EHRD 627 Research and
Development in HRD) to introduce multiple research paradigms
o Experiential learning activities (e.g., real-life projects) incorporated in core and elective
courses to help students apply theory in practical settings
o Supervised internships
While ongoing, two planned evaluations were conducted during this review period. The results
of these evaluations have not been fully implemented.
Standard #4.0: Students: This standard consists of five components: recruitment, selection,
admission criteria, student progress, and student development.
Considering all the sub-points of this standard, the AEHRD program has clearly met this
benchmark. In terms of recruitment, students apply to this program primarily via word-of-mouth.
To ensure rigorous academic standards for the program, our selection process involves three
program faculty members evaluating the applicants using rigorous admission criteria.
o The Doctoral Student Handbook offered by the program provides detailed
information and resources on the following areas of academic standards: 1) GPA
requirements, 2) Degree Plan submission, 3) Scholastic Dishonesty, 4) Required
coursework, 5) Committee Member requirements, 6) Examinations (Qualifying
Exam, Preliminary Exam, Proposal Hearing, IRB submission, Final
Exam/Defense, and Dissertation requirements), and 7) Admission to Candidacy
requirements.
o Syllabi for each course taught must have a section explaining the grading
procedures for the class. This is a TAMU requirement. A self-study of AE and
HRD courses from the required courses which include crossover between Adult
Education & HRD (EHRD 630, 651, 690A, & 690B) and the Foundations course
for each area (EHRD 601 & 631) revealed that this standard is being met.
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o EHRD 628 (Research & Publishing in HRD) is offered each year and takes place at
the annual AHRD Conference in the Americas. In 2011, 38 TAMU students
participated in AHRD.
o See Table 5 for a listing the number presentations and publications for HRD students.
Adult Education students are encouraged to attend AAACE and AERC. Typically 6-
10 students attend and present at those respective conferences each year. See Table 6
for a listing of the number of presentations and publications for AE students.
Student progress is monitored via the following:
o An annual CEHD student review which has a summary page showing general
progress toward a degree (including committee membership, credit hours by
semester, key dates)
o A degree plan showing current degree plan file with OGS as well as the courses that
have been applied. The page also provides a listing of the TAMU courses taken by
the student by semester.
o For MS students, a Student Portfolio is a requirement for graduation. The portfolio
provides an opportunity for students to document their scholarly achievements within
different categories. The categories available will be expanded in the future as needs
arise.
o An Annual Review in which faculty input comments and final disposition of the
annual review as either adequate or inadequate progress.
Regarding students who are not meeting the academic standards, they are counseled and
remediated. There is no formal counseling/remediation process for doctoral students who are not
meeting academic standards. If a student falls below the required 3.0 GPA they are notified that
they have one semester to pull their average up. If they aren’t able to, they are dismissed from
the program. The Qualifying Exam (taken between 24 and 36 hours of course work completion)
serves as an exit point for students who are not meeting academic standards. If a student fails the
exam and is still within the 24-36 hour time frame, they may re-take the exam. If they are past
the time frame, they may opt for a Master’s degree, but are not allowed to continue in the
doctoral program.
Students’ development outside of the traditional classroom is encouraged and supported.
o The Graduate Representative Advisory Board (GRAB) consistently offers Brown Bag
lunches and Social Gatherings to facilitate graduate student interaction with other
students and with faculty for the purpose of academic, social, and personal
development.
o Career development opportunities outside of classroom are provided. For example,
the Training & Development Professional Certification Program (CTP) is offered
through the AEHRD Program (many faculty participated as Subject Matter Experts
(SMEs) and students are encouraged to apply for the scholarship which pays for the
training. College Teaching Certificate is offered through the Department and
achieved through 9 credit hours and a 3 credit hour internship. Students are
encouraged to complete these courses and request the certificate.
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o Faculty encourage students to engage in various academic opportunities such as
fellowships, conferences, and research ventures that aid students in their scholar and
practitioner goals.
o Other than leadership positions in GRAB, students are encouraged to seek leadership
positions in their professional associations.
o Doctoral students are offered the opportunity to teach undergraduate courses in their
field of interest. Students are also given the opportunity to teach topics as a guest
lecturer in both undergraduate and graduate courses. Students are encouraged to work
with faculty on research projects related to their field of interest.
o EHRD 684 (Professional Internship) is offered upon approval and direction of
Chair(s) or other Instructor(s). “With global scholars” may or may not be encouraged
(depends on Chair). Aside from 684, faculty encourages students to pursue
internships on their own, but there is no formal, ongoing program that encourages
internships.
o HRD students are encouraged to join the Academy of Human Resource Development
(AHRD); AE students are encouraged to join the Commission of Professors of Adult
Education (CPAE). Students join through the respective organization, not through
the AEHRD program, so we do not have records on student involvement. The only
way to know how many students actually join is to poll them directly
.
o There is no formal mentoring process in the AEHRD program. Typically, informal
mentoring within the program is student-driven. Students are encouraged to get to
know the faculty as soon as they begin their program. Mentorships often develop
from these encounters. The Adult, Graduate, and Off Campus Student Services
department sponsors “Grad to Grad Mentors” for new graduate students. The
University sponsors the Graduate Teaching Academy (GTA) which provides
professional development of graduate students in preparation for a career in higher
education. They offer a two-semester program anchored by faculty mentorship and
featuring weekly seminars and workshops
Students are encouraged to participate in learning communities such as the Promoting
Outstanding Writing for Excellence in Research (POWER) initiative and GRAB.
Standard #5.0: Research This standard consists of 5 components: faculty research agenda,
research responsibility, research paradigms, research productivity, and quality of research.
The AEHRD faculty truly shines in terms of Standard #5.
o Faculty actively engage in research and have a research agenda. The present faculty
in the AEHRD program is actively engaged in research as indicated in the latest A1
reports. Each faculty member has at least one line of focus. (See Table 2)
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o Student and joint faculty-student research efforts are fostered. Student publication is
encouraged and the submission of a journal article is the second part of the Qualifying
Exam. Joint research and publication is fostered and encouraged. (See Table 5)
o Multiple research paradigm expertise is represented among the faculty, or a focus on
one specific paradigm in the program is explicit and cultivated. Five faculty members
are primarily qualitative researchers and 1 is strictly quantitative. Two faculty
members have expertise in both quant and qual. (See Table 2)
o Faculty are encouraged to present their research at national and international
conferences, and to publish their research in scholarly journals. This standard is a part
of the evaluation of each faculty member and these activities are stressed as a part
of the A1 annual evaluation process. (See Table 3)
o Research is rigorous and highly relevant for theory and/or practice. As evidenced by
the number of awards that this faculty has received, this standard is met.
(Data for each of the components of this standard may be obtained from the latest A1s or from
the 3 year rolling averages that are presented in the departmental portion of this document.)
Standard # 6.0: Resources. (This standard is addressed in the Department Resources section.)
Standard #7.0: Leadership and Support. This standard has seven components: unit leadership,
participation, stakeholder support, program leadership, strategic connections, international
support, and program review and continuous improvement.
A summary of this standard may best be stated as the program has met this benchmark.
O The Dean of College of Education at Texas A&M University understands and
supports the program vision/mission/strategy, however, he does not see it as one of
the key strategies of the college, and perhaps, often struggles to understand where we
fit in the college’s strategic intent. In departmental meetings, he singles us out as a
top program, but rarely mentions us in college meetings. The Dean recognizes us due
to the success of our program faculty assuming leadership in roles within Texas
A&M and in their disciplines, such as journal editors, associate editors, members of
the Board of Directors of the professional organizations, Conference Program Chair,
participation in the Council of Principal Investigators and election to Faculty
Advisory Council and Faculty Senate Committees.
o While the leadership team is supportive of participative decision-making, they may
not always practice this with all key decisions. When the leadership team believes
there is time to consult with the faculty, they usually do. However, when the decision
is time-sensitive, they usually do not. The staff attends all policy meetings. Students
in the program are not always consulted regarding policy or program operations, but
if students request input in any operation of the program, they are always treated with
the upmost respect.
o We currently do not solicit feedback and support from outside stakeholders in any
organized fashion although we have been considering organizing an advisory group
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for a long time. Through the Certified Professional Program, we regularly have
conversations with former students and industry leaders as to the direction and
relevancy of our continuing education programs. A program advisory council would
be a great asset and could be another avenue for contacting potential donors
o Currently the program leader is a senior professor.
o The program’s strategic plan is connected to the college and university’s plan in a
proactive and planned way. The faculty reviews the program’s strategic plan annually
during the two-day program retreat at the beginning of the fall semester, and to ensure
it is in sync with the college plan and with the university’s Vision 2020 Strategic
Plan.
o The AEHRD program has been recognized as one of the most diverse programs at
Texas A&M University with a minority/international representation of 23% among
graduate students. Countries represented by our students have included: India,
Thailand, China, Taiwan, Korea, Vietnam, Indonesia, Malaysia, Chili, Netherlands,
Norway, Switzerland, Philippines, Mexico, Venezuela, Ecuador, Germany, Russia,
Ukraine, Kazakhstan, and Australia.
o As per university policy at Texas A&M University, all degree programs are formally
reviewed every five years. The last time this program was formally reviewed was in
2006. At that time, these standards were used informally. It is assumed these
standards will be adopted for the basis of program reviews in the future.
Overall Program Analysis: With the loss of a total of 6 of 11 full-time faculty, our program is
in critical need of additional faculty members to share the heavy teaching and advising load. In
particular, we need more HRD faculty in order to provide quality education and mentoring to the
large number of graduate students we have. On the positive side, we have hired 2 tenure track
faculty this fall and have been given approval to search for an Associate Professor for the spring.
Attachments
1. Ph.D. in AE Degree Plan
2. M.S in EHRD Degree Plan
3. Ph.D. in EHRD Degree Plan
4. M.S in EHRD Admission Criteria/Scoring Sheet
5. Ph.D. in EHRD Admission Criteria/Scoring Sheet
6. Master’s Portfolio Guidelines
7. Master’s Portfolio Rubric
8. Qualification Exam Guidelines
9. Qualification Exam Criteria
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HUMAN RESOURCE DEVELOPMENT AND TECHNOLOGY MANAGEMENT
History of the Program
In 2000, Dean Jane Conoley, College of Education and Human Development, approached the
staff at the Center for Distance Learning Research concerning the possibility of developing an
undergraduate degree in Human Resource Development and Technology Management.
At the time, Texas A&M was facing an issue with student enrollment. There was a large number
of students that were in good standing (2.0 GPA), but did not have a GPA high enough to enter
the professional phase of their chosen degrees and graduate. The colleges were encouraged to
develop a “Bridge Program” within the discipline that had a GPA requirement of 2.0 that would
give the students in this pool additional options to accomplish completion to graduation.
A Bachelor of Science in Interdisciplinary Studies – Non Certification with options in Human
Resource Development (HRD) or Technology Management (TCM) was approved by the Texas
Higher Education Coordinating Board on May 10, 2002.
Faculty who were part of the development of the degree included Dr. Lloyd Korhonen, Dr. Rod
Ham, Dr. Ann Gundy, Dr. Teri Metcalf, and Dr. Peter Williams.
The initial model for recruiting instructors was an adjunct model, selecting individuals from the
field that had a passion for teaching and wished to contribute to the development of the degree
program.
In 2007 to degree was divided into two separate degrees: Bachelor of Science in Human
Resource Development and Bachelor of Science in Technology Management. The rationale for
the change was because employers did not understand the title “Interdisciplinary Studies” and
recognize it as a robust degree program.
The program enrolment has grown from 40 students in 2002 to 525 students in Fall 2013.
Following the previous review of the HRD PhD program in 2006, the program adapted the
recommendation that the department provide teaching opportunities for PhD students that are
planning to enter employment in higher education. We are currently in a Teaching Assistant
Model with four clinical professors, two visiting professors, and six teaching assistants.
Program Description
Within Texas A&M University, the College of Education and Human Development plays a
proactive role in shaping the state and national educational agenda. To this end, programs in the
College of Education and Human Development attempt to (1) develop thinking professionals
whose research adds to the store of knowledge regarding teaching and learning, (2) produce
exemplary teachers, trainers, and administrators to serve in organizations of the state and nation,
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and (3) assist Texas and the nation in using up-to-date knowledge to improve educational
practice in diverse settings.
In summary, the College of Education and Human Development has three key functions:
research, teaching and service. Production of knowledge is central to the College of Education
and Human Development’s research role. The College of Education and Human Development
supports both basic and applied research activities. Of particular interest is the effort to translate
research findings into models and prescriptions that will result in substantive educational
improvement in field settings.
In discharging its teaching function, the College of Education and Human Development seeks to
prepare highly qualified professionals for a wide variety of educational settings. Programs are
particularly committed to providing students with the ability to use sophisticated technologies in
their instructional repertoires. Service to the state and nation through teaching, supervising and
assisting schools, state agencies, other institutions of higher education, and businesses and
industries is a strong commitment of the College of Education and Human Development.
Increasingly, these service efforts build on new knowledge generated through the College of
Education and Human Development’s research activities. Programs in the college prepare
students for specific human service roles in the private sector and within state and community
agencies. College of Education and Human Development majors include interdisciplinary studies
(certification) EC-6, middle school, bilingual and special education; technology management and
human resource development; health (including school health education), kinesiology (including
physical education certification), and sport management.
Degrees Offered In the Department of Educational Administration and Human
Development
Bachelor of Science in Human Resource Development
Bachelor of Science in Technology Management
Human Resource Development Defined
Human Resource Development is a rapidly growing career field that provides opportunities in
almost any organization, including business, government, and non-profits. Human Resource
Development means helping individuals in organizations to perform at their optimum level. The
“human” of HRD focuses on the fact that organizations depend on human resources for the
production of goods and services. The “resource” of HRD acknowledges that people represent
the most valuable resource in organizations. Finally, “development” recognizes that people have
a nearly unlimited capacity to learn, grow, and improve their performance. The HRD profession
focuses on performance through learning. While the traditional function of HRD professionals
often remains design and delivery of training and other types of learning activities, other tasks
such as facilitating organizational change and increasing productivity play an ever increasing
role in this profession.
Program Offerings
The curriculum for Human Resource Development provides students with the content and course
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sequence to enter the workforce in education, business, industry, or non-profit. The program
stresses application in real settings as well as strong foundations in knowledge, and has strong
field-based components. The following courses have been combined to give students a well-
rounded foundation in the roles and responsibilities in education and business settings.
Technology Management Defined
Technology Management is a discipline whereby all of the technology resources of an
organization are managed in accordance with the organization’s needs and priorities. These
resources may include tangible investments such as computer hardware, software, data,
networks, and data center facilities, as well as the staff who are hired to maintain them.
Managing this responsibility within an organization entails many of the basic management
functions, such as budgeting, staffing, organizing, and controlling, along with other aspects that
are unique to technology, like change management, software design, network planning, and tech
support.
Program Offerings
The curricula for Technology Management provides students with the content and course
sequence to enter the workforce in education, business, industry, or non-profit. The program
stresses application in real settings as well as strong foundations in knowledge and has strong
field-based components. The following courses have been combined to give students a well-
rounded foundation in the roles and responsibilities in education and business settings.
Courses Offered
See appendices
Admissions Criteria
Students are admitted to the program from four avenues:
1. Freshman Admits
2. Transfer Admits
3. Change of Major Admits
4. Re-admits
Freshman Admission Criteria:
Each year, Texas A&M University receives over 30,000 applications for its freshman class,
which means there are more academically prepared applicants than can be admitted.
When all credentials necessary to complete a freshman applicant's file are received during the
admission application period, one of the following criteria will be used to determine who will be
offered admission.
Applicants qualify for automatic Top 10% admission, if:
they attend a recognized public or private high school within the state of Texas, and rank in the top 10% of their graduating class on or before the application deadline, and meet the State of Texas Uniform Admission Policy, and ensure all required credentials are received by the freshman closing date
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Applicants qualify for automatic academic admission, if:
they are ranked in the top quarter of their graduating class on or before the application
deadline, and achieve a combined SAT Math and SAT Critical Reading score of at least 1300 with a
test score of at least 600 in each of these components; or achieve a composite ACT score of
at least 30 with a test score of at least 27 in ACT Math and ACT English. Students must take
the writing component of the SAT and/or ACT in order for the test score to be considered,
and have successfully taken all recommended coursework, and meet the State of Texas Uniform Admission Policy, and ensure all required credentials are received by the freshman closing date.
The goal of the Office of Admissions' review process is to select from a large and diverse pool of
applications those students who have prepared themselves academically and have shown through
consistent leadership and activities that they are ready to commit themselves to the complete
educational experience at Texas A&M.
If an applicant does not qualify for top 10% or academic admission, but meets the State of Texas
Uniform Admission Policy, the complete application file will be reviewed in a holistic manner
on the evaluation of a variety of factors and not by a single formula or point system. The
information reported in the application, essays A and B, and any supplemental information
including a resume, essay C, or letters of recommendation are considered along with the
applicant's academic profile. Applications are subject to a rigorous, accurate and thorough review
by professionally trained readers. In addition, admissions managers conduct numerous checks for
consistency throughout the entire process. A holistic assessment of a complete application
includes recognizing elements of academic excellence as well as commitment through
extracurricular involvement, leadership, community service and achievement. Students admitted
through the review process are expected to be successful academically at Texas A&M, as well
as, bring qualities and insights that will enrich the student body of the university.
Holistic review reflects our reader's thoughtful consideration upon the evidence included in the
application. Applicants should take care in presenting themselves in the most complete and
accurate way possible.
As stated above, our applicant pool is very competitive, and the number of high achieving,
admissible applicants will likely exceed the number of students we can accommodate in our
freshman class. To maximize our resources in admitting the most students possible, a select
group of freshman applicants may be admitted to the Texas A&M Blinn TEAM program or the
Aggie Gateway to Success program.
The TAMU Admissions office handles the process in its entirety. Our department will meet
freshman admits for the first time at the New Student Conferences.
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Transfer Admission Criteria:
Texas A&M University Admissions Requirements
Transfer applicants must have at least a 2.5 GPR on at least 24 graded semester hours of
transferable coursework at the time of application to be considered. The GPR necessary to be
competitive can vary by college and major.
Applicants who drop or withdraw from courses frequently and who do not achieve satisfactory
grades (B or C, depending upon the intended major) will be at a disadvantage in the review for
admission.
Transfer applicants are admitted to a specific major and are required to follow the curriculum of
that major. Some colleges consider second choice majors. While such admissions may be more
competitive since they are made after applicants indicating that major as first choice, the
admission decision follows the guidelines for that college presented in the college-specific
information. The College of Education and Human Development typically does not consider
second choice majors.
The entire application, including the essay, is considered to identify admissible candidates. Many
of the colleges base their decisions, in part, on the content of Essay Topic A. Therefore, all
applicants are required to complete the essay and thoroughly describe their educational goals. A
complete application packet must be on file by designated deadline for the packet to be
considered.
Department of Educational Administration & Human Resource Development Admissions
Requirements
B.S. Human Resource Development and B.S. Technology Management
GPR of 2.5 on at least 24 hours of gradable transferable coursework from Table 1 &
Table 2 on Degree Track B from TAMU transfer admissions requirements.
Two Math courses: MATH 141 (MATH 1324) and MATH 142 (MATH 1325) or
approved equivalent
Two Natural Science courses (4 hours each) from Table 1 and/or Table 2
ENGL 104 (ENGL 1301)
Application Essay
o Career goals with an explanation of how this degree program will help achieve
those goals
o Writing skills
Other points of consideration:
How many more hours can be taken at a community college that can be applied to the
degree?
Department will review hours to determine if the admission will result in excessive
degree hours.
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Process:
Applications are screened by the Admissions Office
A Transfer Grid of applications is sent to the dean of each college weekly during the
admissions period.
The dean’s designee, Dayna Rasco, |Director of Academic Services, sends the grid to
each respective program chair in the college.
The EAHR UG Program Chair, Dr. Ann Gundy, reviews the applications, and sends back
a recommendation to admit the students that meet the qualifications.
Transfer admissions register for and attend a New Student Conference for transfer
students.
Change of Major Admission Criteria:
Students must meet all of the following requirements in order to be considered for change
of major:
(Note: All academic information included on the application must appear in a student's official
academic records at Texas A&M University.)
1. Must complete all of the following courses:
MATH 141 (or approved substitute)
MATH 142 (or approved substitute)
ENGL 104
COMM 203
Natural Science (4hours)
Natural Science (4 hours)
AND must choose 2 more courses from the following:
HIST 105 or 106
PHIL 205 or 251
MGMT 209
INFO 209
ACCT 209
2. GPR 2.0 or greater
3. Minimum of 12 graded hours at Texas A&M
4. No more than 75 total completed hours (A&M and transfer hours)
5. Submitted application
*Submitting an application to change major is no guarantee of acceptance.
6. Application Essay
Career goals with an explanation of how this degree program will help achieve those
goals
Writing skills and quality are both considered in submitted essay
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Change of curriculum applicants (major and minors) are reviewed by the program faculty. A key
element in the application is the essay identifying career goals and how this major/minor will
help achieve those goals. The number accepted into the program is dependent on the available
space or number of students that can be accommodated. Graduation numbers are monitored to
determine space available in the program.
Application Deadlines
Semester Opening Closing
Fall Admission January 4 March 10
Spring Admission August 1 October 10
Beginning in Summer 2014, the program will be required by the university to offer a third
application period during the summer.
Process:
Students submit an online application
Applications are reviewed and scored by the Clinical Faculty on Writing Quality (50%)
and Program Fit (50%). The admissions committee will meet and discuss and approve the
admissions as well as discuss any borderline applications.
Students must score at least 80% to be admitted to the program.
The Academic Advisors will conduct an orientation for each group of new admits.
Re-admission Criteria:
It is important to note that readmit applicants must follow application requirements set by BOTH
Texas A&M University and the Department of Educational Administration & Human Resource
Development to be considered for full admission.
Texas A&M University Admissions Requirements
Admission decisions for Undergraduate Readmission are based on the following:
GPR on Texas A&M coursework; GPR on coursework since leaving Texas A&M; desired major; and information presented in the application.
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Department of Educational Administration & Human Resource Development Admissions
Requirements
12 hours of applicable coursework taken at another institution with a minimum of 2.5
GPR
Two Math courses: MATH 141; MATH 142 or approved equivalent
Two Natural Science courses (4 hours each) from Table 1 and/or Table 2
ENGL 104
COMM 203
Application Essay
o Identification of problem that resulted in leaving TAMU
o If dismissed from TAMU - change of behavior, study habits, academic and
personal maturity
o Career goals with an explanation of how this degree program will help achieve
those goals
o Writing skills
If the TAMU GPR is below 2.0 at re-admission, department will review remaining course
requirements to be certain there are enough hours to bring the GPR to 2.0 and above
before the profession phase of program.
Department will also review hours to determine if the admission will result in excessive
degree hours.
Other points of consideration:
How many more hours can be taken at a community college that can be applied to the
degree?
Does the department have an investment in this student?
o Is this one of our former students?
o Has the student met with advisors prior to application?
Process:
Applications are screened by the Admissions Office.
Applications that meet the University requirements are posted on TAMUDocs System.
EAHR UG Program Chair, Ann Gundy, monitors the system for applications to the HRD
and TCM degree programs.
Program Chair reviews applications and submits a recommendation to admit or deny to
the Director of Academic Services in the dean’s office.
HRD Minor Admission Criteria:
Requirements to add Minor: 1. Overall GPR 2.0 or better
2. Submitted application
3. Application Essay**
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Career goals with an explanation of how this degree program will help achieve those
goals
Writing skills
Application Deadlines
Semester
Opening Closing
Fall Admission January 4 March 10
Spring Admission August 1 October 10
All applicants (major and minors) are reviewed by the program faculty. A key element in the
application is the essay identifying career goals and how this major/minor will help achieve those
goals. The number accepted into the program is dependent on the available space or number of
students that can be accommodated. Graduation numbers are monitored to determine space
available in the program.
The following 12 credit hours are required:
EHRD 303 Foundations in Human Resource Development
EHRD 371 Learning Principles in HRD - "W" Course
EHRD 372 Training and Development in HRD (fall only course)
EHRD 374 Organization Development (spring only course)
An additional 6 credit hours are required from the following courses:
EHRD 405 Principles and Practices of Leadership
EHRD 408 Diversity Issues and Practices in HRD
EHRD 473 Distance Learning Applications
EHRD 475 Multimedia Development for Training and Instruction
Process:
Students submit an online application
Applications are reviewed and scored by the Clinical Faculty on Writing Quality (50%)
and Program Fit (50%). The admissions committee will meet and discuss and approve the
admissions as well as discuss any borderline applications.
Students must score at least 80% to be admitted to the program.
The Academic Advisors provide a brochure of information for each group of new admits,
but no orientation or advising.
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Program Descriptions
Program Vision, Goals, and Objectives
Mission
To prepare students to enter the workforce in either education or business and industry by
stressing application in the real world settings, as well as providing these students with a strong
foundation of knowledge, skills and attitudes (KSA).
Degree Plans
Human Resource Development Bachelor of Science in Human Resource Development
Appendix B-1
Technology Management Bachelor of Science in Technology Management
Appendix B-2
Learning Outcomes
Recommended University Student Learning Outcomes for a Baccalaureate Degree
A student who graduates from TAMU with a baccalaureate degree will have acquired the
knowledge
and skills necessary to:
• Master the depth of knowledge required for a degree.
• Demonstrate critical thinking.
• Communicate effectively.
• Practice personal and social responsibility.
• Demonstrate social, cultural, and global competence.
• Prepare to engage in lifelong learning.
• Work collaboratively.
EAHR Undergraduate Program outcomes:
1. Use systematic approach to generate solutions to HRD/TCM problems in organizations.
2. Demonstrate integrative and lifelong learning (professional development, assessment,
reflection). QEP
3. Demonstrate social, cultural, and basic life skills
4. Judge information critically *
5. Organize and effectively express thoughts and information in written and oral forms *
6. Develop ideas that are original, imaginative, challenging and of value
7. Manage change at individuals, teams, and organization levels
8. Model collaborative behavior
9. Develop and deliver effective training and instruction
10. Apply professional standards of ethics by modeling professional behavior in and out of
the classroom
11. Demonstrate quantitative literacy**
*Chosen by the CEHD to measure across all programs 2012-2013
** Chosen by EAHR Department to measure in 2012-2013
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Prior to 2011, the program operated with a total of 30 student learning outcomes. Data was
collected for each outcome from identified courses.
During the 2011-12 academic year, under the direction of the Center for Teaching Excellence
and Dr. Deborah Fowler, the program conducted a curriculum review and alignment.
Standards for HRD and TCM Program Excellence
See appendices
The faculty identified a total of 11 program outcomes. The college identified two outcomes,
critical thinking and written communication, that would be measured across all programs in the
college and the department identified a unique outcome specific to the program, quantitative
literacy.
The artifacts of student work or reflections were evaluated by external teams using the AAU&C
VALUE Rubrics for each outcome. Data was entered into WEAVE Online, a universal outcome
software chosen by the university and maintained by the Office of Institutional Assessment.
Assessment of Program Learning Outcomes
WEAVE Online Outcome #1 Critical Thinking Skills
Outcomes/Objective:
Students will demonstrate critical thinking within the discipline.
Measures:
133 students were administered the Critical Thinking Assessment Test (CAT). Students were
chosen from the following sections:
EHRD 405 25 students
EHRD 491 27 students
EHRD 477 31 students
EHRD 477 17 students
EHRD 408 16 students
EHRD 408 17 students
Target:
80% of students will score above a 20 on the CAT
Findings:
The mean score for Critical Thinking Assessment for HRD and Tech Management UG Programs
is 15.59, which is less than the cutoff target of 20.00. Therefore, the target was not met.
Action Plan:
Action Plan: Critical Thinking
1. Compile a list of resources; locate on faculty online portal
2. Compile a list of best practices
3. Review best practices at the faculty retreat
4. Assess best practices used by faculty via a checklist at end of semester
5. Determine how to evaluate critical thinking in 2013-14 academic year.
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Achievement Summary and Analysis:
The CAT Report was received on April 8, 2013 and reviewed by the UG Executive Committee
on April 10 and by all the UG Faculty on April 12. An Action Plan commenced. Several faculty
members contributed resources in the area of effective teaching practices for increasing critical
thinking, including resources that had been obtained at the TAMU Annual Assessment
Conference in February.
2009-10 2012-13
EAHR
(n=114)
CEHD
(n=114)
TAMU
(n=483)
National EAHR
(n=132)
CEHD
(n=311)
TAMU
(n=774)
National
17.69 17.69 20.14 19.29 15.60 16.54 17.69 20.79
WEAVE Online Outcome #2 Written Communication Skills
Outcomes/Objective:
Evaluation of W-course artifacts using Written Communication VALUE rubric
Measure:
A random sample of 30 writing assignments were collected from three sections of EHRD 371
Applied Learning Principles. Total population – 98 From the sample of 30, 19 artifacts were
evaluated.
Target:
80% of students will score a 2 or above on the Written Communication VALUE rubric
Findings:
Results indicate that 73% of Human Resource Management and Technology Management
students scored 2 or above. Thus, the target was not met.
Action Plan:
1. Objectives: This action plan is to provide some useful strategies to help HRD/TM
undergraduate students improve writing skills. A time line for action items is listed.
2. Action Plan: Strategies for Improving Writing
Summary:
1. Identify evaluation sample at end of semester
2. Include peer review of draft assignment
3. Utilize services/resources at University Writing Center
4. Use self-grading of draft by providing criteria
5. Assess and compare writing samples at exit level as well to see student's growth in
writing
6. Utilize uniform APA format for all courses
7. Utilize CPR soft ware (Calibrated Peer Review)
8. Purchase Penquin Grammar Handbook for all faculty; utilize in every course across the
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program
9. Build a writing course in curriculum (faculty not aware that we already have two -
EHRD 371 and EHRD 484)
10. Develop a writing course specific for majors only
11. Develop writing mentor/pair-up program with graduate students
12. Assess writing skills prior to admission to the program
Achievement Summary and Analysis:
During the Undergraduate faculty meeting in March 22, 2013, faculty members and teaching
assistants developed a series of strategies for students to improve their writing skills (Action
Plan).
The department head assisted us by putting the raw data through a SPSS program that gave us a
slightly different perspective of the data and identified specific areas on which we could focus on
to bring about improvements.
Outcome 2 Writing Communication Skills
Raw Data
R1Sty R1Id R1OR R1C R2Sty R2Id R2OR R2C
1.00 1.00 1.00 2.00 1.00 1.00 1.00 1.00
1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00
1.00 2.00 2.00 1.00 1.00 2.00 1.00 2.00
2.00 2.00 1.00 2.00 2.00 2.00 1.00 2.00
2.00 2.00 2.00 1.00 2.00 2.00 2.00 2.00
2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00
3.00 3.00 2.00 2.00 2.00 2.00 2.00 1.00
2.00 1.00 1.00 1.00 3.00 3.00 3.00 3.00
3.00 3.00 3.00 3.00 2.00 2.00 2.00 2.00
2.00 3.00 3.00 3.00 2.00 2.00 2.00 3.00
2.00 2.00 2.00 2.00 3.00 3.00 3.00 3.00
2.00 3.00 2.00 3.00 2.00 3.00 3.00 3.00
3.00 3.00 4.00 3.00 2.00 3.00 2.00 1.00
3.00 3.00 4.00 3.00 2.00 2.00 2.00 2.00
2.00 2.00 3.00 3.00 2.00 3.00 3.00 3.00
2.00 3.00 3.00 2.00 3.00 3.00 3.00 2.00
2.00 3.00 2.00 2.00 3.00 3.00 4.00 3.00
3.00 4.00 3.00 3.00 3.00 3.00 3.00 3.00
4.00 3.00 3.00 4.00 3.00 4.00 3.00 4.00
R1 Style % R2 Style % Combined % R1+R2 based
on performance Levels
Developing – 3 students 15.8 3 Students 15.8 15.80
Sufficient – 10 students 52.6 10 Students 52.6 52.60
Proficient – 5 students 26.3 6 Students 31.6 28.95
Exemplary – 1 5.3 0 No student 0.0 2.65
Total 19 100.0 100.0
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R1 Idea R2Idea
Developing – 3 students 15.8 2 Students 10.5 13.15
Sufficient – 6 students 31.6 8 Students 42.1 36.85
Proficient – 9 students 47.4 8 Students 42.1 44.75
Exemplary – 1 5.3 2 Student 5.3 5.30
Total 19 100.0 100.0
R1 Organization R2 Organization
Developing – 4 students 21.1 4 Students 21.1 21.1
Sufficient – 7 students 36.8 7 Students 36.8 36.8
Proficient – 6 students 31.6 7 Students 36.8 34.2
Exemplary – 2 students 10.5 1 Student 5.3 7.9
Total 19 100.0 100.0
R1 Conventional R2 Conventional
Developing – 4 students 21.1 3 Students 15.80 18.45
Sufficient – 7 students 36.8 8 Students 42.1 39.45
Proficient – 7 students 36.8 7 Students 36.8 36.80
Exemplary – 1 5.3 1 Student 5.3 5.30
Total 19 100.0
Mean Scores 1= developing, 2= Sufficient, 3= proficient and 4=Exemplary
Descriptive Statistics and the Performance Levels N = 19
N Mini
mum
Maximum Mean Std. Dev. Performance Indicator
Rater1style 19 1.00 4.00 2.2105 .78733 M= 2.21 - Sufficient
Rater1idea 19 1.00 4.00 2.4211 .83771 M=2.42 – Sufficient
rater1organ 19 1.00 4.00 2.3158 .94591 M= 2.31 – Sufficient
rater1conven 19 1.00 4.00 2.2632 .87191 M=2.26 – Sufficient
rater2style 19 1.00 3.00 2.1579 .68825 M= 2.16 – Sufficient
rater2idea 19 1.00 4.00 2.4211 .76853 M=2.42 – Sufficient
rater2organ 19 1.00 4.00 2.2632 .87191 M= 2.26 – Sufficient
rater2conven 19 1.00 4.00 2.3158 .82007 M= 2.32 - Sufficient
Valid N
(listwise)
19
Note – Need to focus on how to move to proficient and exemplary performance levels.
Mean Scores 1= developing, 2= Sufficient, 3= proficient and 4=Exemplary
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Comparison of Writing Assessment
2010 2012
Writing Skills Assessed EAHR
(N=28)
EAHR
(N=19)
Development 1.54 2.42
Style 1.63 2.18
Organizations 1.48 2.29
Conventions 1.48 2.29
Overall Score 1.53 2.30
WEAVE Online Outcome #3 Quantitative Literacy
Outcomes/Objective:
Students will demonstrate a level of competency and comfort with working with numerical data.
Individuals with strong quantitative literacy skills possess the ability to reason and solve
quantitative problems from a wide array of authentic contexts and everyday life structures. They
understand and can create sophisticated arguments supported by quantitative evidence and they
can clearly communicate those arguments in a variety of formats using words, tables, graphs,
mathematical equations, etc, as appropriate.
Measures:
A random sample of 20 artifacts will be pulled from two sections of EHRD 491 – Research in
HRD. (10 from each section).
Total pool = 75
The exercise will demonstrate understanding of theoretical concepts, understanding of
calculation concepts, and practical application, analysis, and interpretation using real world data.
Target:
80 % of the submissions will score at 2 or above using the AAU&C Value Rubric for
Quantitative Literacy.
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Findings:
(n = 20) Minimum Maximum Mean Std. Deviation
Interpretation 3 4 3.03 0.16
Representation 1 4 2.68 0.73
Calculation 2 4 2.98 0.42
Application 1 4 2.35 0.66
Assumptions 1 4 2.35 0.66
Communication 1 4 3.03 0.77
Average 2.736
The average score on all assessment categories was 2.736 with the range of individual category
scores from 2.68 to 3.03.
The target was met and exceeded on all measures.
Action Plan:
In order to improve on the Quantitative Literacy of EHRD undergraduate students, the following
strategies will be employed.
1. Continue to emphasize data calculations and analysis skills related to specific and meaningful
questions, data presentation skills including the use of tables and figures, making judgments
based on quantitative data and communicating the results of that work for various purposes and
audiences.
2. Continue to emphasize interpretation and analysis of data based on mathematical calculations
including student ability to express accurate explanations of calculated information, to recognize
trends in data and graphs, and to make reasonable predictions of future outcomes and behaviors
based on data and graphs.
3. Continue to emphasize the importance of valid and reliable measurement tools including tests,
surveys, and assessments so that data collected provides relevant information and contributes to a
further or deeper understanding of what is being measured.
4. Continue to emphasize the importance of effective data management so that calculations
attempted are successful and sufficiently comprehensive to solve the problem or question at
hand.
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5. Continue to emphasize the role of data to provide evidence-based documentation when
answering research questions including student ability to draw reasoned conclusions and
judgments form data.
6. Continue to emphasize to students the limitations and potential biases that are possible when
dealing with quantitative data including an appreciation for the assumptions implicit when using
numerical data.
7. Continue to emphasize effective data expertise and parsimonious communication with regard
to quantitative data. This includes but is not limited to proper presentation of data in text, table,
and graphs according to various styles of presentation such as APA and the like.
Achievement Summary and Analysis:
Students scored lowest on Applications/Analysis and Assumptions. Based on the data
collected and with the intent to improve in these areas, the following strategies will be
employed:
1. Require students in EHRD 391 to collect data using appropriate methodology and
instrumentation and to write Data Collection Methods, Data Analysis and Results, and
Discussion sections which would appropriate for an action research project. While students
currently collect data and present it in graphical form, the new requirements will improve
upon the students’ Application, Assumptions, and Communication skills.
2. Require students in EHRD 391 to review published, peer-reviewed journal articles with the
intent of improving the Interpretation and Communication skills with regard to Quantitative
Literacy of the students.
3. Investigate opportunities for EHRD students to improve their Quantitative Literacy skills in
additional courses within this degree plan for each major.
The EHRD Undergraduate Program completely reviewed program outcomes and curriculum
during the 2011-12 academic year. For the academic year 2012-13, the program moved from 29
identified outcomes to six. This is the first year that the program has measured Quantitative
Literacy so there is no previous data to benchmark.
Since the evaluations were conducted so late in the academic year, the total faculty have not seen
the report or reviewed the data.
During the annual Undergraduate Faculty Fall Retreat scheduled for September 13, 2013, this
data along with other program data will be reviewed by the faculty.
A likely consideration will be to explore additional courses that this outcome can be addressed in
addition to EHRD 391 – Measurement and Evaluation and EHRD 491 – Research in HRD.
It is likely that this outcome will be measured again in 2013-14. If the outcome continues to
reach or exceed the target, it is possible that the program will choose a different outcome to
measure in 2014-15.
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Program Faculty
Clinical Faculty (Full time faculty)
Dr. Ann Gundy, Associate Clinical Faculty and Program Chair
Dr. Judy Sandlin, Associate Clinical Faculty
Dr. Helen Muyia, Associate Clinical Faculty
Dr. Pryia Kurup, Assistant Clinical Faculty
Visiting Professors
Mr. Michael Ringham
Dr. Shailen Singh
Graduate Teaching Assistants
Dai Seok Chai
Donna Mancuso
Rhonda Fowler
Kathy Yeager
Mattyna Stephens
Saphon Ren
Faculty Hiring Process
Clinical Faculty
Faculty positions are approved by the Dean of Faculties each fiscal year. For the 2012-2013
Academic Year, the EAHR is authorized to hire up to 15 full and/or part time, non-tenure track
faculty with the following titles:
Professor Adjunct
(Assistant, Associate, or Full) Professors
All faculty positions require teaching undergraduate and graduate courses related to EAHR.
Positions with “professor” titles will have to perform professional service duties in addition to
teaching. Non-tenure track position openings are subject to budgetary availability, student
enrollment needs, programmatic needs and turnover rates. To apply, include a curriculum vita, a
letter of interest describing areas of your expertise, highest academic degree, teaching experience
and any other relevant information. Send application materials to Marie Shelfer
Faculty lines are requested by the department head
Faculty searches are approved by the Dean of CEHD, DOF
Search Committee is appointed by department head
Search committee attend mandatory search committee training
Position and Search plan is approved by the dean
Position is posted, advertised
Sort and review candidates
Short list is approved by the dean
Host interviews
Send recommendation to department head, to dean
Adjunct/Visiting Professors
Submit application, letter of intent to department head and program chair
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Department head and program chair review applications when need for instructors in
the undergraduate program arises.
Applicants are interviewed by a committee of clinical professors
Appointments are on a semester basis.
Teaching Assistants
EAHR provides teaching opportunities for Ph.D. students who desire to focus on college
teaching as an area of emphasis while completing a graduate degree. An effective college
teacher requires knowledge of students as learners, discipline, context and oneself as a teacher.
To qualify for a teaching assistant position, a student should:
Submit a current vita, letter of intent, application and description of course
areas that they feel qualified to teach to Dr. Ann Gundy, [email protected];
Complete the Certificate in College Teaching program;
Complete the Graduate Teaching Academy offered through the Center for
Teaching Excellence;
Complete the corresponding graduate level course for any undergraduate
course to be taught; and
Work with committee chair to plan a teaching schedule that does not
interfere with progress toward degree and dissertation completion.
Positions available are contingent upon available funding.
Applicants submit application, letter of intent, vita, writing/research sample, and
Philosophy of Teaching statement to program chair.
Applications are reviewed by the department head and program chair
Applicants are interviewed by committee of clinical faculty
Appointments are made on an academic year basis
Professional Development Opportunities
The department has supported and encouraged attendance to the following professional
development opportunities:
Annual Wakonse South Conference on College Teaching, sponsored by the TAMU
Center for Teaching Excellence; a 3-day participatory program, built around the interests
and expertise of the faculty attending. Participants reflect on their own teaching
experience and share successes and failures with their colleagues. Participants returning
to their campuses will take with them ideas that can be adapted to their own classrooms,
as well as the names of new friends and colleagues.
Teaching with Technology Conference: The TWTC is a fantastic, no-cost learning and
networking opportunity for faculty to interact with their colleagues and share best
practices in teaching and learning. This is truly a grassroots event—highlighting the best
that the entire System and surrounding schools have to offer in teaching and technology.
Presenters and attendees alike share their academic knowledge and professional
experience with each other as well as discuss innovative teaching and learning methods.
Texas A&M Assessment Conference: The Texas A&M University Annual Assessment
Conference shares good practice and tools for implementing assessment to enhance
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student learning in accordance with current policy across multiple disciplines and
institutional functions in higher education.
Center for Teaching Excellence: CTE offers a variety of workshops to assist faculty with
enhancement of their teaching practice. Topics are based on questions and challenges
identified by TAMU faculty and on current information from the literature on learning
and teaching. Workshops offer practical ideas that faculty can implement as is or alter to
better fit their needs. They also provide peer interaction and perspective. The Center is
committed to offering flexible programming that addresses faculty concerns regarding
learning and teaching.
Instructional Technology Services, a department of Texas A&M Information
Technology, promotes and enables the effective use of technology in teaching and
learning. The ITS administers and develops the university's online learning infrastructure
as well as provide help and training for several centrally supported teaching tools.
Office of Dean of Faculties Workshops and Trainings:
o Search Committee Training: Search training focuses on diversifying applicant
pools, eliminating biases and missteps in the sorting and selection steps, and
international faculty issues and will include plenty of opportunities to discuss
questions and issues brought up by those in attendance.
o Tenure and Promotion Workshop for Support Staff involved in the process of
putting together dossiers and other materials for tenure and promotion packages.
Employee and Organizational Development
o Certificate Programs: A variety of self-paced certificate programs that blend
online and classroom training are offered on topics ranging from technology and
office administration to employee and supervisory development.
o Coffee Conversations: Designed to bring those "in the know" about current topics
and events impacting Texas A&M together with those who want to know more.
o Competency-Based Programs: Training and resources are provided on core
knowledge, skills and abilities that are foundational to all of Texas A&M
employees, as well as those that are targeted specifically to university business
professionals.
o Group Leadership Forum: The Group Leadership Forum is a four-day program
that introduces participants to the complexities of leading project teams and work
groups.
o Leadership Institute: Leadership Institute is a six-day program that provides
participants with knowledge, skills, tools, and connections to effectively lead
people and organizations at Texas A&M University.
Undergraduate Faculty Retreat: scheduled each fall, day long retreat that includes a topic
of professional development.
Monthly Undergraduate Faculty Meetings: 2-Hour meetings that include one hour of
program business and one hour devoted to a professional development topic.
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Program Student Enrollment
Enrollment Data
Academic Year/Semester ISNC-
HRD
ISNC-
TCM HRD TCM
HRD
Minor
Totals
Fall 2007 305 89 0 0 0 394
Spring 2008 255 74 40 12 0 381
Summer 2008* 105 24 113 34 0 276
Fall 2008 66 28 202 48 0 344
Spring 2009 25 11 277 51 4 368
Summer 2009* 9 6 175 35 2 227
Fall 2009 5 7 258 70 16 356
Spring 2010 2 2 266 77 24 371
Summer 2010* 0 0 186 58 14 258
Fall 2010 0 2 249 89 24 364
Spring 2011 0 1 272 102 37 412
Summer 2011* 0 0 180 66 24 270
Fall 2011 0 0 222 93 31 346
Spring 2012 0 0 236 125 31 392
Summer 2012* 0 0 175 65 15 255
Fall 2012 0 0 236 137 34 407
Spring 2013 0 0 254 140 57 451
Summer 2013* 0 0 146 93 43 282
*Enrolled in Summer Classes
Graduation Rate
Graduation Data
Academic Year/Semester ISNC-
HRD
ISNC-
TCM HRD TCM
Totals Total for Academic Year
Fall 2007 30 14 0 0 44 147
Spring 2008 42 9 7 0 58
Summer 2008 28 3 14 0 45
Fall 2008 16 6 18 0 40 137
Spring 2009 36 2 10 0 48
Summer 2009 5 5 40 0 49
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Fall 2009 2 3 28 0 33 110
Spring 2010 1 2 36 0 39
Summer 2010 0 2 36 0 38
Fall 2010 0 0 21 20 21 129
Spring 2011 0 1 49 15 50
Summer 2011 0 0 48 10 58
Fall 2011 0 0 34 12 46 157
Spring 2012 0 0 36 17 53
Summer 2012 0 0 49 9 58
Fall 2012 0 0 18 20 38 155
Spring 2013 0 0 43 18 61
Summer 2013 0 0 40 16 56
High Impact Practices
Liberal Education and America’s Promise (LEAP) is a national advocacy, campus action, and
research initiative that champions the importance of a twenty-first century liberal education—for
individuals and for a nation dependent on economic creativity and democratic vitality.
LEAP responds to the changing demands of the twenty-first century—demands for more college-
educated workers and more engaged and informed citizens. Today, and in the years to come,
college graduates need higher levels of learning and knowledge as well as strong intellectual and
practical skills to navigate this more demanding environment successfully and responsibly.
Educational research from the LEAP Initiative suggests that high impact practices increase rates
of student retention and student engagement.
Writing-Intensive Courses - These courses emphasize writing at all levels of instruction and
across the curriculum, including final-year projects. Students are encouraged to produce and
revise various forms of writing for different audiences in different disciplines. The effectiveness
of this repeated practice “across the curriculum” has led to parallel efforts in such areas as
quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical
inquiry.
“W” courses for the program include EHRD 371 – Applied Learning Principles (entry level) and
EHRD 484 – Internship (capstone).
Collaborative Assignments and Projects - Collaborative learning combines two key goals:
learning to work and solve problems in the company of others, and sharpening one’s own
understanding by listening seriously to the insights of others, especially those with different
backgrounds and life experiences. Approaches range from study groups within a course, to team-
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based assignments and writing, to cooperative projects and research. NACE Survey from 2013
lists the ability to work in a team structure as number two on their Employer Ratings of Soft
Skill/Qualities.
A number of EHRD courses have team projects embedded into the course requirements.
EHRD 473: Distance Learning has an Online Course Design and Development Project that is a
group project where students work collaboratively to design and develop an online course on
blackboard learn. Students complete a series of four assignments (stages) that will result in the
development of a 14 week online course.
EHRD 473: Group Case Studies - Case studies from text and research articles assigned for
discussion and responses utilizing eCampus.
EHRD 475 Multimedia Development has a group project where students work collaboratively to
perform a needs assessment in an organization. Based on the need, students develop and
implement a multimedia package for the organization.
EHRD 374: Organization Development OD Consulting Project: This assignment requires teams
of students to work as consultants with a manager (client) in a real world organization to do the
following:
To conduct a formal diagnosis of a management or organizational issue.
To identify the key issues/ problem(s) facing the organization.
To make specific recommendations for interventions that management should implement to
solve key problems.
To write a formal consulting report that describes the analysis of the problem, and a detailed
description of the recommendations for addressing the problem.
EHRD 372: Training and Development in HRD Training Program Proposal: This assignment
requires teams of students to identify an organization (client) and do the following:
Conduct a needs analysis of the organization to identify a training need
Based on the analysis, plan, and design a training program to meet that need
Propose how they would deliver, and evaluate that training program.
Undergraduate Research - Many colleges and universities are now providing research
experiences for students in all disciplines. Undergraduate research, however, has been most
prominently used in science disciplines. With strong support from the National Science
Foundation and the research community, scientists are reshaping their courses to connect key
concepts and questions with students’ early and active involvement in systematic investigation
and research. The goal is to involve students with actively contested questions, empirical
observation, cutting-edge technologies, and the sense of excitement that comes from working to
answer important questions.
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Small research projects are embedded into course requirements.
EHRD 473 – Distance Learning Applications: Research Paper – Individual Assignment
Research assignment provides the opportunity to investigate their choice of the following topics:
I. Topic 1: How is distance education utilized in the workplace?
II. Topic 2: How is distance education utilized in the college education setting?
EHRD 491 Research in HRD is required in both degree plans. In this course students
Complete a search of literature related to the area of HRD or Tech Management in which
they are most interested. They create a seven item bibliography based on their findings,
Complete a quantitative data collection and develop a research question,
Conduce an hour long observation, and
Develop a research proposal with the following sections: Abstract, Introduction,
Quantitative Methodology, Participants, Instrument, Procedure, Qualitative
Methodology, Observation, Interview, Document Analysis, and References.
Students conduct a research project in coloration with their supervisor in their internship
experience.
Diversity/Global Learning Many colleges and universities now emphasize courses and programs that help students explore
cultures, life experiences, and worldviews different from their own. These studies—which may
address U.S. diversity, world cultures, or both—often explore “difficult differences” such as
racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights,
freedom, and power. Frequently, intercultural studies are augmented by experiential learning in
the community and/or by study abroad.
This experience is utilized by EHRD students in EHRD 408 – Globalization and Diversity in the
Workplace. Students are required to have a total of 6 hours of International and Cultural
Diversity, providing them an opportunity to experience a course in another discipline. .
Service Learning, Community-Based Learning In these programs, field-based “experiential learning” with community partners is an
instructional strategy—and often a required part of the course. The idea is to give students direct
experience with issues they are studying in the curriculum and with ongoing efforts to analyze
and solve problems in the community. A key element in these programs is the opportunity
students have to both apply what they are learning in real-world settings and reflect in a
classroom setting on their service experiences. These programs model the idea that giving
something back to the community is an important college outcome, and that working with
community partners is good preparation for citizenship, work, and life.
A number of EHRD courses have a service learning component imbedded into the course
requirements.
Examples: Students in ITNW 1325 (Blinn ) installed a network system for an Episcopal Church
in Brenham, TX.
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EHRD 477 Project Management: Service learning projects are created to help students, in
structured way to connect classroom content, knowledge, and skills to community needs. They
work in teams to plan and carryout a service project. Some of the projects students have worked
on in the past include:
Developing TV and social media awareness campaign for homeless shelter – TwinCity
mission
Assembled a park bench and donated it to keep Brazos beautiful organization
Created a dog house and auctioned it at the Weiner fest to raise funds for Humane
Society
Raised funds to keep a dog alive in the shelter
EHRD 408 Leadership – Students are assigned a “Leadership Development service learning
Project”, where student teams work in collaboration with local non-profit agencies for the
purpose of developing and cultivating leadership skills and experience through hands on
activities utilizing sound leadership theory and practice within the areas of planning, adding
services, effective transition, change management, training and development and paradigm
shifting.
Capstone Courses and Projects Whether they are called “senior capstones” or some other name, these culminating experiences
require students nearing the end of their college years to create a project of some sort that
integrates and applies what they’ve learned. The project might be a research paper, a
performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in
departmental programs and, increasingly, in general education as well.
The internship requirement and the research project within the internship experience are
considered the capstone experience for both programs.
Internship
Internships are another increasingly common form of experiential learning. The idea is to
provide students with direct experience in a work setting—usually related to their career
interests—and to give them the benefit of supervision and coaching from professionals in the
field. If the internship is taken for course credit, students complete a project or paper that is
approved by a faculty member.
Purpose
An internship is a common form of “experiential learning” whose main purpose is to provide
direct hands-on experience in a work setting related to each student’s career interests or major.
The purpose of an internship is to give students the opportunity to integrate knowledge and skills
gained through prior course work and experiences within a professional setting.
Guidelines
Internship Requirements
See appendices
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Contract Process
Steps to Internship
See appendices
Internship Sites
Sites from Summer 2004 – Summer 2013
See appendices
Feedback from Internship Supervisors
See appendices
Freshman Learning Community
The key goals for learning communities are to encourage integration of learning across courses
and to involve students with “big questions” that matter beyond the classroom. Students take two
or more linked courses as a group and work closely with one another and with their professors.
Many learning communities explore a common topic and/or common readings through the lenses
of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others
feature service learning.
The program has developed a 1-hour Leadership course for all incoming freshman students. Fall
2012 had an enrollment of 36 in one section. In Fall 2013 there are two sections with
enrollments of 32 and 36.
Purpose:
The intended learning outcomes for the course are as follows:
1) Articulate broad basic topics within the field of HRD and TCM
2) Formulate educational and life goals
3) Identify skills that promote academic and personal success throughout your career at
Texas A&M
4) Effectively use campuses resources and services including advisors and faculty
5) Convey the impacts of diversity at college and within the field of HRD
6) Engage with the greater Bryan/College Station community through service oriented work
7) Demonstrate own leadership and learning styles
Model
Students attended a 1 hour course taught by Dr. Shailen Singh and Ms. Meghan Perry in Fall
2013. The course met once a week and discussed topics related to the above learning outcomes.
Students were also provided the opportunity to engage in out of class activities including MSC
OPAS events, Aggie Athletics, and a service learning project. Upperclassmen mentors also
provided students with additional information related to time management and study skills.
Outcomes from Year 1
Class Statistics:
36 enrolled students
2.69 average Fall GPR
2.71 average Spring GPR
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2 students dismissed from college for deficient grades
Reflection Data
We were unable to disaggregate the EAHR information from the overall, College-wide
assessment of Learning Communities. However, the EHRD 101 course was overrepresented in
the assessment sample, therefore the below information from the College’s QEP report should
provide an accurate representation of the EHRD 101 course.
At least two individuals scored each reflection with the response options including 0 (not
evident), 1 (benchmark), 2 (milestone low), 3 (milestone high), and 4 (capstone). Final reflection
scores represent the mean in each category as well as an overall mean. The College determined a
mean score of a 2 as a minimum desired target on each competency area of the rubric.
Findings
Exhibit 4 provides a summary of the results for Learning Communities reflection scores for the
entire College.
Exhibit 4. Learning Communities (n=69)
Competency Area Mean Score
Cultural Self-awareness 2.239
Empathy 2.338
Verbal and Nonverbal
Communication 2.256
Curiosity 2.307
Transfer 2.266
Reflection 2.423
Overall 2.305
The College determined a mean score of a 2 as a minimum desired target on each competency
area of the rubric. Results indicate that the mean scores for all competency areas were above a
2.00. Therefore, the target was met.
Proposed Honors Program
Faculty are in the process of developing honors level courses for the program.
Honors is a distinct approach to undergraduate education that:
incubates new curriculum and pedagogy through layering high-impact educational
experiences
emphasizes specific perspectives on culture, pedagogy, and expectations of its
constituencies
provides an opportunity for close contact between faculty and students, and
offers curricular challenges that would not otherwise exist.
The goal of the Department Honors Program is to unlock the resources of a major research
institution to undergraduate students whose track record of academic success demonstrates a
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readiness to take greater personal responsibility for their own education. The defining
characteristic of Honors study at Texas A&M University is engagement. While each academic
discipline across the campus has its own pedagogical style, students in Honors classrooms are
encouraged to speak, inquire, write, challenge, and do. In many cases, Honors students are
introduced to research resources or interactive learning that are more typical of graduate than of
undergraduate education.
Proposed International and Domestic Travel Field Trips
Plans are in progress to offer several travel opportunities to students in the program during
Spring Break Week of March 2014.
Advisory Board
Purpose
The purpose of the Advisory Board is provide ideas, suggestions, and feedback to the program
leadership as it pertains to building a program of excellence. Their diverse backgrounds bring a
fresh perspective to issues the faculty should consider as they prepare students for successful
employment upon graduation. The board consists of representatives that intern and/or employ
students from our two degree programs.
Members
Robert C. Nelson II, Program Coordinator, Computer Information Technology - Blinn College,
Bryan, TX
Sarah Stratta, Recruiting Manager, College Station and UK Departments Reynolds and
Reynolds, College Station, TX
Dr. Meta Rousseau, Training Development Manager, Global Training - Baker Hughes, The
Woodlands, TX
Dr. “Trez” Robert T. Jones, System Administrator 4,IT Infrastructure and Support, Sam Houston
State University, Huntsville, TX
Sarah Stratta and Robert Nelson join the faculty during the monthly faculty meetings.
Strengths of the Program
Challenging curriculum that addresses an employment need in the field
Program designed so students can attach to a wide variety of employment opportunities.
All organizations have HR and a technology needs, either internally or outsourced.
Well-structured internship program that provides a transition from academia to
employment for the students
Appendix C-5 Transition Survey collected at graduation
Well qualified and dedicated faculty
Appendix C-6 Core Values as stated by faculty
Wealth of professional development, leadership, and service opportunities for faculty
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Opportunity for PhD students to teach in the program to build experience in teaching in
Higher Education.
Students are obtaining employment is a wide variety of industries.
Appendix C-7 Employed students via LinkedIn
Challenges of the Program
Opportunity for PhD students to teach in the program to build experience in teaching in
Higher Education is also a challenge. Recruitment activities are ongoing to have
qualified and trained teaching assistants in the pipeline to meet the enrollment needs.
There is a delicate balance of opportunity when the Teaching Assistants complete course
work, meet the qualifications to teach, and when they should be moving toward
completion of their dissertation. We work closely with the committee chairs to be certain
that teaching in the program is not delaying progress toward graduation.
It is a challenge to continuously recruit internship sites for our students. It is the
responsibility of the student to locate their internship, but the program surrounds them
with opportunities.
We are challenged to keep the degree plans to 120 hours. This was a legislative mandate
to offer degree plans that students could complete in four years. Ours was one of the first
programs to meet this requirement in 2007 when we divided the program into two
separate degree plans. We would like to offer additional curriculum, but do not have
room in the degree plan to do so.
We have been challenged to increase admissions to the program from all sources, while
maintaining our standards of excellence.
We are in the process of revamping degree plans to meet the new core curriculum
mandates. The mandates do not directly impact our major courses, but will have an
impact on courses that are transferred from other institutions. These degrees were
designed from the beginning to be transfer friendly, to attract students from the
community colleges seeing a terminal degree at a 4-year institution.
An additional challenge is in the business minor. Having the minor in the program gives
the students a very competitive edge when competing for employment positions. Mays
Business School has changed their policy to accept an equivalent for MGMT 209 from
Blinn College only and not from any of the other community colleges. They deny
substitution of any course for INFO 209, but there are not enough sections and seats to
meet the enrollment needs. Students are given the opportunity to “test out” of the course
and receive course credit. The rationale is that students have a course in computer
applications in high school and do not need to repeat the content in college. Feedback
from our internship supervisors is that they would like to see a broader and deeper
understanding and skill in technology applications when students enter the workforce.
There is also a shortage of seats for PHIL 205/210 and COMM 203. Our students very
often have to find these courses at community colleges.
Other Future Goals
Maintain and increase quality and ranking of our program
Increase enrollment, semester credit hours
o Develop a technology network lab for the Technology Management degree on
TAMU Campus to replicate the lab at Blinn College.
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o Continue the Articulation Agreement with Blinn College. Will need both labs to
meet the needs of the students desiring a terminal degree at TAMU in TCM.
o Create a marketing plan
Increase number of graduates
Continue to build relationships with external organizations to provide internship sites for
our students. Create a marketing plan
Continue to strengthen the departmental mentoring program between clinical faculty and
teaching assistants
Hire additional faculty
Continue to improve quality of online courses via Quality Matters (QM) Training
Encourage UG students to enroll in 15 hours per semester
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HIGHER EDUCATION PROGRAM
Program Faculty
Dr. Yvonna S. Lincoln received her Ed.D. in (Higher Education Administration)
from Indiana University-Bloomington in 1977. She joined the Educational
Administration and Human Resource Development Department at Texas A&M in
July 1991 as a Professor. Dr. Lincoln teaches courses in organizational theory, the
history of American higher education, and qualitative research methods. She
developed three new courses, including the introductory and advanced qualitative
methods courses. Dr. Lincoln’s research interests include new paradigm inquiry,
the role of libraries in the 21st century Research Intensive university, and the impact
of neoliberalism and managerialism on faculty worklife and academic
accountability. She is the co-author of Naturalistic Inquiry, which lays out the philosophical foundations
of new-paradigm inquiry. Dr. Lincoln received the Sidney Suslow Award for theoretical contributions to
evaluation theory, the Research Achievement Award and the Howard Bowen Award for Lifetime
Professional Achievement from the Association for the Study of Higher Education (2002), and the
Lifetime Achievement Award from the International Congress on Qualitative Inquiry (2011), as well as
having received the Research Achievement Award twice from A&M’s Association of Former Students.
Dr. Vicente M. Lechuga received his Ed.D. in Educational Leadership from the
University of Southern California in 2005. He joined the department of Educational
Administration and Human Resource Development in 2005 as an Assistant Professor.
Dr. Lechuga teaches courses in Higher Education Policy, Foundations of Higher
Education, and Diversity and Multiculturalism. His research and scholarly interests
focus on faculty work-life, administration and policy, and for-profit colleges and
universities. In 2005, he along with William Tierney were the recipients of the
Excellence in the Academy Award given annually by the National Education
Association. The award was for an article he co-authored on academic freedom post 9/11.
Dr. Glenda Droogsma Musoba joined the higher education program at Texas A & M
University in 2012 as an associate professor. Her research details the intricacies of
equity and social justice in higher education policy and practice. Her co-authored
book, Pathways to Academic Success, longitudinally follows the 2000 high school
class in Indiana through their potential university graduation. Recently, with a grant
from the Lumina Foundation, she has examined transfer articulation policy and
practice to support student attainment. Her research and teaching include the finance
of higher education, particularly student financial aid policy. Her teaching also
includes college choice and student attainment, student life and cultures, and research methodology. She
earned her doctorate in philosophy from Indiana University in Higher Education Administration.
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Dr. Elsa Gonzalez is a Research Associate and Visiting Assistant Professor in the
department of EAHR and has worked in the College of Education and Human
Development since 1998. Dr. Gonzalez has contributed to the CEHD and TAMU in
various ways, such as diversity, research, and scholarship. She has been teaching
Qualitative Research, Administration of Higher Education, and College Teaching.
She is member of several doctoral committees and serves as Chair of doctoral
students in the College of Education. She received a B. S. from the University of
Guanajuato (Mexico), M.B.A. from Autonomous National University of Mexico, and
Ph. D. in Education from Texas A&M University. Her research interests include
higher education leadership, methodological issues in cross-language qualitative data analysis, women in
higher education, and international human resource development.
Dr. Kelli Peck Parrott is the Director for the Student Affairs Administration in Higher
Education Masters Program and a Clinical Associate Professor. She earned her Ph.D.
in Educational Administration from Bowling Green State University in 2000, with an
emphasis in higher education law. She joined the Educational Administration and
Human Resource Development Department as a Visiting Assistant Professor in 2001.
Dr. Peck Parrott teaches courses in Student Affairs Administration and Higher
Education. She has been the recipient of several teaching awards including the
TACUSPA Faculty Member of the Year in 2011, the Texas A&M University Graduate
Student Council Faculty Teaching Excellence Award in 2009, the SAAHE Faculty Member of the Year,
and was honored as a TAMU Fish Camp Namesake. Kelli’s research interests include student
development and generational differences in the workplace. Kelli is active in the National Association of
Student Personnel Administrators (NASPA) and serves as on the NASPA Regional III Summer
Symposium Committee; serves on the editorial board for the Texas Association of College and University
Student Personal Administrators Journal, Student Affairs on Campus; served on the editorial board for the
NASPA Journal; and served for several years as the Chair of the Research Committee for the Association
for Student Judicial Affairs. Additionally, she has been awarded the ACUHO-I Journal of College and
University Student Housing Betty L. Harrah Manuscript of the Year and the Association of Student
Judicial Affairs Dissertation of the Year Award.
Dr. Luis Ponjuan earned a PhD in Higher Education Administration from the
University of Michigan (2005). In 2012, he joined the faculty in the Higher Education
Administration program in the Education Administration and Human Resources
department at Texas A&M University with the rank of Associate Professor with
tenure. His graduate level teaching focuses on undergraduate student development
theories, educational research methods, and faculty teaching methods. His teaching
philosophy focuses on creating a student-centered learning environment that
encourages students to become higher education scholar-practitioner leaders. At his
previous institution, the University of Florida, he received the Scholarship of Engagement faculty award
for blending his teaching and research in innovative ways. His research focuses on Latino males’
educational achievement, first-generation students’ access into higher education and degree attainment,
and the recruitment and retention of faculty members of color. He has received national recognition for
his education research agenda. For example, the SAGE publishing company distinguished his co-authored
article The Vanishing Latino Male in Higher Education as a most downloaded research journal article
(2010). He has earned over $566,000 in research grant funding from organizations like TG foundation,
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UF Division of Sponsored Research, and Howard Hughes Medical Institute. He was awarded the 2012
National Education Association’s New Scholar Prize for his article on Latino faculty, distinguished as a
2009 Faculty Fellow from the American Association of Hispanics in Higher Education, and designated as
a 2008 ASHE and Ford Foundation Fellow.
Dr. Christine A. Stanley received her Ph.D. in curriculum and instruction from Texas
A&M University in 1990. Prior to joining the faculty at Texas A&M University in
1999, she was associate director of the office of faculty and TA development and
adjunct assistant professor in the department of educational policy and leadership at
The Ohio State University, where she received the Distinguished Staff Award. She is
a professor of higher education and is the vice president and associate provost for
diversity at Texas A&M University. Prior to this appointment, she served as
executive associate dean for faculty affairs in the college of education and human
development from 2006-2009 and was associate dean of faculties from 2003-2006. Dr. Stanley is a past
president of the Professional and Organizational Development (POD) Network in higher education. Dr.
Stanley has edited 2 books (Faculty of Color: Teaching in Predominantly White Colleges and
Universities and Engaging Large Classes), has over 45 publications, 51 refereed national conference
presentations, and has consulted nationally and internationally with faculty and administrators on faculty
development issues in the United States, Armenia, China, Mexico, and South Africa. She serves on
numerous Journal Editorial Review Boards and has graduated 13 Ph.D. students and 7 Masters students.
She teaches courses in college teaching and professional development in higher education. In 2004, she
received the Robert Pierleoni Spirit Award from the Professional and Organizational Development
Network in Higher Education for her leadership efforts in diversity and faculty development. Her research
interests are in professional development, instructional development, multicultural organizational
development, and college teaching.
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Higher Education Program
Brief description of the Program The Higher Education Program serves to prepare administrators for posts in a variety of higher education and higher education-related areas (e.g., government policy units, state coordinating boards. and the like); to prepare research faculty, whose jobs will involve teaching and research on higher education, in higher education institutions; and to prepare student affairs professionals for a variety of roles in student development and non academic curriculum roles. The program area's research mission includes having faculty conduct research on various aspects of higher education administration, student affairs administration, policy issues, and other scholarly interests as faculty exercise expertise in a variety of areas. Service needs throughout the state and beyond are met as requested by all of the faculty, and include services to school districts and colleges and universities in the realm of continuous quality improvement, financial planning and program management, data analytic, faculty development, and other aid as needed. Our highly experienced faculty have often been
selected to serve in a variety of important roles for Texas A&M University including Vice President and Associate Provost for Diversity, Assistant Dean of Faculties, Chair of the Bonfire Commission, and Distinguished Professor.
What distinguishes a Higher Education graduate? Our graduates leave the program with a
good sense of the work that is needed in higher education and endeavor to make a difference
in their career fields. Most employers and faculty would agree that Higher Education
graduates:
Combine academic knowledge with individual action.
Are well prepared in terms of research and self-directed learning.
Are prepared for a self-directed career.
Possess comprehensive knowledge about higher education as an enterprise.
Can communicate the critical components of higher education issues to various
audiences and constituencies.
Program Offerings
The Higher Education program area offers two graduate degrees, the Doctor of Philosophy
(Ph.D.) in Higher Education Administration and the Master of Science (M.S.) Degree in Higher
Education Administration. The program area also has an Ed.D. "on the books," but in reality,
only offers the Ph.D. Additionally, the program offers a Master of Science degree with a
specialization in Student Affairs Administration in Higher Education (SAAHE). The full-time
SAAHE curriculum emphasizes a blend of classroom learning with practical experience (the
SAAHE program is described in more detail in a subsequent section). Additionally, we offer a
Certificate in College Teaching. The latter is an option elected by individuals in and out of our
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program area, who are seeking teaching training in preparation for their own expected faculty
positions.
Course Offerings
Courses for the Ph.D. in Higher Education (72 hours)
EDAD 610 Higher Education Law (3 hrs.)
EDAD 611 Higher Education Business and Finance (3 hrs.)
EDAD 612 Policy Issues in the Administration of Higher Education (3 hrs.)
EDAD 639 Foundations of Educational Administration (3 hrs.)
EDAD 653 Nature & Problems of Administrative Behavior (3 hrs.)
EDAD 655 Administration of Higher Education (3 hrs.)
EDAD 690 Theory of EDAD Research – Statistics I (3 hrs.)
EDAD 690 Theory of EDAD Research – Statistics II (3 hrs.)
EDAD 691 Research (12 hrs.)
EHRD 651 Models of Epistemology & Inquiry (3 hrs.)
Introductory Qualitative Methodology Course (EDAD 690N, etc.) (3 hrs.)
Two additional statistics/research methodology courses (6 hrs.)
Electives (9 hours)
Support field (up to 15 hours)
Course plans in the Ph.D. and Ed.D programs in Higher Education vary by student, and are
tailored both to match and to complete the student's own professional expertise and
experiences. While there is a "core" for all students, including four courses considered
foundational to the study of higher education, students may also elect courses that will prepare
them for the roles they hope to undertake in higher education settings. A Ph.D. student who
is preparing for a research career in the professoriate, for example, would take a wide range
of courses from the program offerings, preparing her/himself to teach in several different
areas, depending on the job offerings at the time of graduation. Other students, preparing for
administrative careers, might take all courses offered in, for instance, student affairs; yet
others might elect courses in the department and conjointly in the Business school, to prepare
for administration in budget or finance. Still others might consider coursework in the
program area and also in the Bush School in public administration (non-profit work) and/or
in policy development, in preparation for a state level position in the policy arena.
Considerable counseling and advising are required to be able to create individually
tailored programs, but these tailored programs serve our students well in the job market.
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Courses for the Master’s in Higher Education (42 hours)
EDAD 610 Higher Education Law (3 hrs.)
EDAD 611 Higher Education Business and Finance (3 hrs.)
EDAD 639 Foundations of Educational Administration (3 hrs.)
EDAD 655 Administration of Higher Education (3 hrs.)
EDAD 684 Internship (3-6 hrs.)
Electives
Support field
Degrees Offered
The Doctor of Philosophy (Ph.D.) in Higher Education Administration and the Master of
Science (M.S.) Degree in Higher Education Administration
Admission Criteria
Applicants to the higher education program are admitted following university requirements
established by the Office of Graduate Studies and the department of educational administration
and human resource development. We admit students once per year. The deadline to be fully
admitted to begin in the summer or fall semester is December 1. We do make exceptions on
the timing for admission for our international admits, since they are frequently working on
both government support and visa applications, which may intervene in their paperwork
arriving on the regularly scheduled admissions deadlines.
The Office of Graduate Studies requires: (1) a TAMU graduate application and processing fee,
(2) official transcripts from universities indicating previous degrees awarded, (3) official GRE
scores less than 5 years old, and (4) official TOEFL scores taken within the last two years
(international students only). In addition, the department requires the following materials: (1)
a departmental application, (2) three evaluation forms, (3) a career objective, and (4) a
resume. All candidates are required to come to the College Station campus for an interview
and writing exercise. Interviews are held in the spring semester only. International applicants
have their presentation, interviews, and writing exercises waived. The admissions processes for the program have enabled us to procure a cadre of doctoral and
masters degree students who represent a wide variety of scholarly interests. One of our
priorities in the admissions process is to seek students who have demonstrated work
experience in the administration setting. As a result, we have students in the program who have
experience in settings such as: student admissions, student affairs administration, local and
state policy boards, community colleges, universities, system campuses, university
administration, and the public school system. Higher Education: Program Vision, Mission, Goals, and Objectives
The Program in Higher Education prepares educators and leaders for administrative and academic
positions in a broad range of postsecondary educational institutions. Our mission is two-fold. First,
we prepare scholar-practitioners who create and implement cutting-edge policy based upon enhanced
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skills as professional educators, researchers, and theory-builders. Second, we develop a smaller
number of researcher theorists who prepare professionals in the field of higher education.
Further, the Higher Education Program strives to create knowledge, knowledgeable practitioners,
and practicing scholars concerned broadly with teaching, learning, and scholarly and professional
development; organizational and institutional analysis, including abilities to probe and develop the
structures, processes, policies, and technologies that comprise colleges, universities, and systems of
tertiary education; and social and comparative perspectives; with attention to the social, cultural,
economic, and historic contexts of knowledge production, policy, and institutional development. We
expect that students will work within and across these domains, developing programs of study that,
though focused on particular themes and issues (e.g., policy, scholarly learning and careers, student
development, professional development), will be informed broadly by a diverse array of ideas,
perspectives, and questions.
One of the Higher Education Program's greatest strengths is its faculty. Accomplished researchers,
they publish extensively; consult widely to colleges and universities, schools, and not-for-profit
organizations; attract external funding; and are active in their professional organizations. They are,
as well, excellent teachers who bring their professional experience and excitement for their fields into
their courses and advising.
Higher Education: Course Descriptions
EDAD 601. College Teaching. (3-0). Credit 3.
Initial preparation for instruction at the college level; focuses on the basic skills, strategies and
issues common to university teaching. Course is open to graduate students committed to teaching
in any area at the college level.
EDAD 602. The Community College. (3-0). Credit 3.
Theoretical and practical knowledge of the American community college with emphasis on the
history, purposes, programs, and personnel within these institutional contexts. Prerequisite:
Graduate Classification.
EDAD 610. Higher Education Law. (3-0). Credit 3.
Legal aspects of administration in institutions of higher education; statutes and case law related
to liability, due process, student rights, admission, employee relations and property use.
Prerequisite: Graduate classification.
EDAD 611. Higher Education Business and Finance. (3-0). Credit 3.
Business management and financial aspects of administration in higher education; federal and
state funding, institutional planning, budgeting and controlling, sources of financial support and
business operations in higher education. Prerequisite: Graduate classification.
EDAD 612. Policy Issues in the Administration of Higher Education. (3-0). Credit 3.
Examination of conflicting positions on policy issues of importance in higher education and
their direct implications for participants. Prerequisite: Graduate classification.
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EDAD 618. Educational Administration in Cross Cultural Environments. (3-0). Credit 3.
Designed to provide educational administrators insights and background into the life styles,
values and aspirations of minority Americans as related to the administrative process.
EDAD 626. Advanced Models for Managing High Performing Educational Systems. (3-0).
Credit 3.
Systems approach to designing and managing quality/high performing educational organizations
with emphasis on systems theory, system dynamics and systems modeling; application of the
Malcolm Baldrige National Quality Criteria for Performance Excellence as a systemic
framework for managing change and achieving high performance in educational organizations.
Prerequisite: EDAD 622.
EDAD 627. Case Studies in Higher Education Administration. (3-0). Credit 3.
Management of institutions of higher education through case studies, simulations, problem
solving exercises, and in-basket activities; analysis, synthesis and evaluation of variables and
decisions in administering the academic enterprise; understanding of process and content issues
in administering higher education institutions. Prerequisite: Graduate classification.
EDAD 639. Foundations of Educational Administration. (3-0). Credit 3.
Selected historical, philosophical and sociological foundations and developmental dimensions of
educational administration.
EDAD 650. Professional Development in Higher Education. (3-0). Credit 3.
An introduction to organizational, faculty and instructional development in higher education;
emphasis on research and theoretical foundations and major issues connected with teaching and
learning in higher education. Prerequisite: Graduate classification.
EDAD 653. Organizational Theory & Leadership in Education. (3-0). Credit 3.
Course is designed to analyze the relationship between administrative theory & practice by
utilizing the literature in organizational theory & administrative leadership behavior & applying
the concepts to administrative practice in PreK-higher educational settings. Case studies, debates,
simulations & role-playing will be utilized to supplement lectures & discussions. Prerequisite:
Master’s degree or approval of instructor.
EDAD 655. Administration of Higher Education. (3-0). Credit 3.
Survey of management principles in higher education; functions in delegation, direction,
operation, governance and financing applied to postsecondary institutions.
EDAD 657. Financial Resource Development in Higher Education. (3-0). Credit 3.
Complete survey of the field of fund raising in higher education in the United States;
examination of approaches to annual, capital and planned giving; the administration and public
relations aspect of educational fund raising. Prerequisite: Graduate classification.
EDAD 669. The College Student. (3-0). Credit 3.
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Nature, needs and characteristics of American college students; developmental tasks, peer group
relations and impact of college environment on student development. Research from behavioral
sciences.
EDAD 684. Internship. Credit 1 to 6.
Designed to give the prospective educational administrator job related experience under
supervision in an educational setting appropriate to the selected roles in administration indicated
below. Prerequisites are determined by each specific degree, certification or program
requirements. A maximum of 6 hours credit may be earned in each internship. Prior approval
required.
EDAD 690. Theory of Educational Administration Research. Credit 3 to 6.
Theory and design of research and inquiry in various applications of models and research
procedures including quantitative analyses, naturalistic inquiry, research design and preparation
of research proposals, as they relate to the discipline of educational administration. Prerequisite:
EHRD 651 or equivalent.
EDAD 691. Research. Credit 1 or more each semester.
Research for thesis or dissertation.
EHRD 651. Models of Epistemology and Inquiry in Educational Human Resource Development.
(3-0). Credit 3.
Inquiry in various epistemology paradigms outlined by Habermas and links to the outcomes of
the research process.
Higher Education: Learning Outcomes
1. Students in the Higher Educational Administration doctoral program will be able to
acquire, critique, analyze, interpret, and synthesize pertinent information from the
literature; conceptualize, articulate and select research questions; understand and identify
tools, methods, and approaches to ask and answer pertinent research questions.
2. Students in the Higher Educational Administration doctoral program are prepared to
conduct rigorous and practically significant research, teach in university settings, and
assume leadership positions within educational systems. Students will acquire an
interdisciplinary knowledge base stressing sound research methodologies, leadership and
management theory, cultural and social foundations, policy theory, politics of education,
and organizational theory.
3. Doctoral students in the Higher Education Administration program will develop capacity
to work effectively with and within diverse groups. Students will develop the abilities
and skills to evaluate and interpret competing philosophical arguments and provide a
forum where individuals can discuss and appreciate these diverse philosophical
viewpoints.
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Higher Education: Meeting the Department, College, and University’s strategic plans and
Vision 2020
The faculty have, in some ways, been planning for excellence around internationalization,
diversity, technology, student learning outcomes, faculty excellence, and impacts on
constituents for all of the recent past. Our record on diversity, for example, has been
exemplary and recognized within the university community at large. Our programmatic
responses to technology have been substantial and sustained. We now offer a set of
o n l i n e courses t h r o u g h o u t t h e d e p a r t m e n t virtually every semester, which
reaches students whose graduate work would otherwise be slowed down because of
distance. We have been, since the early 90s, steadily internationalizing our program,
beginning with one or two students, and now admitting roughly a half-dozen international
students per year. Our measures of student learning outcomes are gauged in terms of
whether or not our students are placed in responsible administrative posts, and 99% of our
students are employed either before they graduate or within a short period after graduation, in
jobs in their fields, with responsibilities commensurate with their training and degrees.
Specific initiatives are discussed below.
Diversity. Both the faculty and the students in the higher education program area enjoy high diversity. We are committed to maintaining this diversity, even in the face of the 5
th
Circuit Court's ruling regarding Affirmative Action and the current atmosphere of white backlash, and will do whatever necessary to continue admitting students of color and international students. We have admitted more than a dozen Diversity Fellows over the past four years, with all but three of them having graduated and gone on to professional posts in
higher education. We continue to seek, each admission cycle, students who can be designated Diversity Fellows, and make certain they are matched both with temporary advisors and with research assistantship advisors who can and will make their success in the program a major responsibility.
We also have had a unique opportunity, in that while we l o s t t w o valued, cherished and highly productive colleagues to retirement (Davis and Cole), and lost another to an endowed chair elsewhere, we were able to hire two new replacements (associate level), Drs. Musoba
and Ponjuan.
We will also make strenuous efforts to recruit and see to completion masters and doctoral students who represent the upcoming ''New Majority" in Texas: African-American and Hispanic students. While minority students do not see the overall campus environment as particularly welcoming (see, for instance, the Hurtado study on campus climate at Texas A&M University), our own students, within the confines of this department, find the climate far more congenial and respectful. Thus, our task will be to locate, recruit, admit and support such students, while continuing to provide a supportive, welcoming, scholarly, and collegial environment for all students.
Internationalization. Some of our students have never been out of the state of Texas (and some see no need to travel outside the state). This has led, occasionally, to a student body (not only in this department. but campus-wide), w h i c h is to some extent parochial and a bit
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apprehensive about diversity, globalization, and difference in general. The faculty's general philosophy, however, is that the purpose of higher education is to prepare students for the world which they will inherit. That world is increasingly international, multi-racial and multi-ethnic, linguistically diverse, and non-European. Consequently, it is our intention to recruit and admit students from as many different cultures and countries as possible. Recruitment efforts such as these will enhance our ability to create opportunities for our own Texas students to interact with multiple cultures in a supportive and non-threatening
environment. In turn, this will enhance our ability to educate and train future administrators and faculty who are comfortable with, and welcoming of, difference and diversity.
In the Student Affairs program specifically we have focused our efforts on encouraging our
students to experience their practica/internships outside of Texas A&M University. By moving
the first required practica to the summer, students were then free to travel. By providing
Practicum Informational meetings, and mentoring the students through the application process,
now almost all of our students experience their practica at other institutions and institutional
types. Additionally, our students have been highly successful in securing competitive
Association of College and University Housing Officers-International and the National
Orientation Directors Association national internships. In 2012, 12 of 13 students secured these
national and international internships (one student worked in Qatar), while in 2013 eight of 13
students secured these competitive internships and one additional student secured an internship
in Switzerland. These efforts both increase the students’ experiences as well as the reputation
of the program.
Recent visits by program area faculty (Lincoln, Stanley, Cole, Davis) to China have provided
additional opportunities for collaborative relationships. In particular, with the successful
translation of Lincoln and Guba's Naturalistic Inquiry (Sage Publications, 1985), additional
invitations will be forthcoming for more education and translation in qualitative research
methods. Furthermore, collaborative studies in the comparison of higher education policy and
practice between the US and China are expected.
Student Learning Outcomes. Two strategic initiatives will enhance student learning
opportunities and outcomes. The first initiatives are directly related to, and a consequence
of, the initiatives outlined above: continuing to increase diversity and broadening our efforts
to internationalize our student body. The second strategic initiative will be our efforts,
beginning next year, to revisit our curriculum in the higher education program area, and to
explore what old courses need to be dropped, what new courses represent current thinking,
and what sorts of preparation students need in the next millennium. Clearly, with a new
world opening the 21st century, students need new forms of preparation, they need to engage
with new material, and they need to consider a new and expanded campus environment. We
can only help them to prepare for this newly imagined campus with revised program content.
Thus, we will be addressing this new environment with a careful consideration of our
program's offerings, and with revisions to our overall graduate offerings.
Our attached WEAVE Online Assessment Data (the TAMU term for outcomes-based
assessment) clearly articulates the program's commitment to articulating, planning, and
evaluating our students' learning. The university-wide effort around evidence-based decision-
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making has provided us with the support to clarify our intended program learning outcomes
for students, as well as identify our commitment to our own faculty development. Furthermore,
this commitment to identifying competencies in our graduates also allows us to exemplify
our commitment to developing intellectual inquiry processes in all of our students.
Increasing Faculty Excellence. One way in which to increase faculty excellence is to increase its involvement with research, a goal completely compatible with the mission of a T i e r 1 Research institution. We will thus be looking, as a faculty, for opportunities to become more involved with externally funded research and development activities.
Clearly, not all faculty research efforts need to be funded. There are many research projects which faculty can and do undertake without large amounts of, or any, funding. But increasing our share of external funding will create multiple opportunities for the program area in terms of opportunities for research assistantships and apprenticeships: for additional funds to support program area initiatives: for released time for faculty, which translates into the ability to hire additional temporary teaching staff with salary savings, which can mean increasing diversity of perspectives on the faculty; for increased opportunities for national and international travel; and for faculty professional development opportunities.
Another means of increasing faculty excellence will be demonstrated in our renewed
commitment to foster a work environment that promotes creativity and trust. The collaborative
work environment of the higher education faculty is evidenced by their mentoring models
and their challenges to produce quality in all that they do. This collaboration is achieved
within a non-competitive, supportive environment, which embraces academic discourse and
academic freedom. Further, evidence of this supportive environment is found in, for example,
the collaboration between Dr. Cole (a full professor) and Dr. Peck Parrott (a clinical associate
professor) serving as co PIs on the Chinese National Academy of Educational
Administration Student Affairs Training Workshop, a $50,000 training grant, in 2006.
Research - Research, as previously mentioned, continues to be a value of our research
extensive university. We are committed to working collaboratively to integrate teaching,
research, and service while celebrating individual and collective research strengths. Financial Estimates for Responses
Clearly, expanding our program area to meet the needs above will mean additional
resources must be found or generated. Below are financial estimates for meeting both
minimal needs and additionally, coping with new and expanded responsibilities on the part of
faculty. Diversity and Internationalization.
A difficulty which many minority recruits, as well as international students, face is the issue
of support for full-time graduate work. Therefore, the program area faculty believe that
additional research assistantships, fellowships, and tuition waivers are needed to sustain
diversity and internationalization efforts.
Estimated Costs:
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4 Research Assistantships for Minority Students
4 X $ 15,000 = $ 60,000
This translates into a pool of funds in the Development Office of slightly more than $500,000, such that interest derived from this investment supports four students per year.
4 Fellowships for Minority Students
4 x $15,000 = $60,000
This translates into a pool of funds of roughly $500,000 in the Development Foundation.
4 Fellowships for International Students
4 x $15,000 = $60,000
Same as above.
SAAHE Tuition Waivers
Until recently, the Office of Graduate Studies provided 9 hours of tuition waiver to all graduate
students who held an assistantship. However, a decision was made to provide the tuition waiver
to only those assistantships directly related to research and teaching. Unfortunately, this
disproportionately affected the SAAHE program whose students were almost entirely funded
through student affairs assistantships. While these assistantships were directly related and
critical to their program of study, not being related to teaching or research, their tuition waivers
were discontinued. The division of student affairs has tried to provide these tuition waivers in
the areas in which they could, such as residence life, which functions more as an auxiliary;
however, most of the offices in which these graduate assistantships are located are funded
through student fees and cannot use their funds to supplement tuition. The EAHR department
has provided tuition waivers for four new students a year, but the loss of the majority of these
waivers has been highly detrimental in our recruiting. All of our peer institutions provide tuition
waivers and the loss has been most greatly seen this year. Though in years previous, often not
one candidate offered admission declined the offer, this year we lost six candidates, five of
whom directly said it was the lack of funding. Though we have initiated a SAAHE Excellence
Fund Campaign and have been successful in trying to raise funds through our former students to
help defray costs for our students, additional assistance is needed.
Twenty Tuition Waivers per year
20 x $2, 038 = $40, 760.
The total pool for these funds is roughly $2,000,000. It is proposed that assistantship and fellowship funding be directed to the Development Foundation so that they can be targeted for minority and international students without reference to the ruling of the 5th Circuit Court.
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Increasing Faculty Excellence.
One primary initiative presents itself here as an opportunity for increasing faculty excellence,
fully funding the Harrington Chair for Educational Leadership.
Harrington Chair for Educational Leadership
This Endowed Chair has always had a small budget for travel and scholarly pursuits attached,
but it has never included salary commensurate with endowed chairs across campus. If the
College is to look comparable to other Colleges, then it must seek endowment for this
Chair to cover a salary increment also.
Estimated cost:
Salary supplement to endowed chair: $25,000.
This supplement will need to be supported by roughly $250,000 in Endowment
funding.
Higher Education: Program Benchmarking Process and Results
The Higher Education Program at Texas A&M University has been considered to be in the
top 25 programs in the country over the last several years. In 2000 and 2001, the
program was ranked 18th by U.S. News and World Report, and in 2005, was ranked 22nd.
Beyond this rather limited perspective of graduate school rankings, more specific evidence of
Texas A&M's program ranking is really a function of the multi-diversity and impact of its
faculty. A review of the attached Higher Education Balanced Scoreboard will quickly
illustrate the national, regional, and state reputations of the faculty. Just a few examples of
note are Yvonna Lincoln's ASHE recognition as a recipient of the Howard R. Bowen
Career Achievement Award, 2007, and the American Educational Research Association’s
Presidential Citation, 2013. She has also served as President of ASHE. She serves as the co-
editor of The Qualitative Inquiry Journal, has served on the editorial board of The Educational
Researcher, was the first female University Distinguished Professor at Texas A&M
University, and has served as co-editor (with Bruce Thompson, Robert Capraro, and
Stephanie Knight) of the American Educational Research Journal, and on the editorial board
of Cultural Studies↔Critical Methodologies, and Action Research. She is frequently sought
out nationally and internationally for her work in naturalistic and qualitative research and is
one of the most cited individuals in the Social Science Index in this area.
Similarly, Dr. Christine Stanley has provided significant leadership to the Professional
Organizational Development Network in Higher Education, serving as its president and as a
recipient of the Robert Perione Spirit Award for Leadership. She serves as the editor on
various journals and is sought after nationally for her presentations on issues dealing with
college teaching and has been recognized recently for her edited book on college teaching
with particular emphasis on teaching large sections. Currently serving as the Vice President
for Diversity and Associate Provost, she continues to teach one course per year for the
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program, but is widely recognized, both on this campus and throughout the nation, as a
foremost expert on diversification efforts on college and university campuses.
Dr. Kelli Peck Parrott provides active leadership to the National Association for Student
Personnel Administration is on the editorial board for Student Affairs on Campus, and was
recently honored as the Texas Association of College and University Student Personnel
Administrators Faculty Member of the Year in 2012. Dr. Peck Parrott coordinates the
entire Student Affairs Administration in Higher Education Program for the
department, undertaking considerable administrative and coordination work.
Dr. Vince Lechuga, r e c e n t l y p r o m o t e d a n d t e n u r e d , has already been recognized
at the national level with the Excellence in the Academy Award Democracy in Education
Prize at the National Educational Association. He has been interviewed several times by the
National Public Radio broadcasters regarding for-profit institutions, and has also been cited and
quoted in the NYTimes Educational Supplement.
Recently added to our faculty, Dr. Glenda Musoba, brings with her strong training in higher
education finance, as well an excellent book (with Edward St. John) on finance, and an extensive
body of research and publication on student access, particularly access for minority students. Dr.
Luis Ponjuan, also new to our faculty this past year, came with a research agenda that is gaining
national attention, exploring the reasons why Hispanic and African-American men are less likely
than other males to attend a postsecondary institution and complete a degree. Dr. Ponjuan has
been awarded a $243,000 grant from the TG Foundation to conduct a study to examine how two-
and four-year Texas higher education institutions develop initiatives to address this silent
educational crisis. This is in addition to a previously awarded $335,000 grant from the Greater
Texas Foundation.
All these represent only a few accomplishments of our faculty. It is certainly evident that
they contribute broadly and deeply to higher education and higher education administration
throughout the state, nation, and internationally.
Higher Education: Students The faculty in the higher education program are deeply committed to modeling and
fostering a commitment to diversity and social justice. We embrace social and cultural
diversity in its many forms including age, gender, race, ethnicity, nationality, culture, sexual
orientation, class, religion, and physical and learning ability. We work to model diversity and
social justice in the admissions process as well. For example, prospective graduate students
are asked i n t h e i r i n t e r v i e w s w i t h f a c u l t y to articulate some of the major issues
facing diversity in higher education and, more importantly, given the demographics of the state
of Texas and the nation, how they would work to effect change in policy and decision-
making after having received a degree in higher education administration.
We have been moderately successful in the diversity of students represented in the program.
Enrollment data gathered from the past five years indicate that the number of African
American and Hispanic graduate students, in comparison to majority, White students has
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increased steadily, while the numbers of Asian American and American Indian students
remain disproportionately low. The highest number of African American graduate students was
in spring semester, 2005. Of the 58 graduate students in the program, 18.98% or 11 were
African American. The highest number of Hispanic graduate students was in spring semester,
2002. Of the 53 graduate students in the program at that time, 13.21% or 7 of these were
Hispanic. Specifically within the SAAHE program, since 2009 33% of our students have been
students of color (27 of the 83 students within the program). Although we are pleased with
these numbers, we are still working to find ways in which to increase this representation of
graduate students of color so that our enrollment numbers reflect the diversity of the state of
Texas and the nation.
In the past five years, we have also experienced an increase in the number of international
graduate students. For example, in summer semester, 2001, of the 39 graduate students in the
program, only 2.56% or 1 was an international student. In spring semester, 2003, we had 4
international students. We have worked and continue to develop, for example, strong
relationships with higher education institutions in China. Former graduate students from
China have helped us with recruitment and forged additional working partnerships with
faculty and administrators at Peking University, Beijing Normal University, and the Chinese
National Academy of Educational Administration. Overall data on our students may be found
in the student demographics section of the APR Report.
Higher Education: Success of our Graduates
Graduates pursue a wide variety of careers, including positions as administrators,
researchers, faculty members, and staff officers in colleges and universities or in public and
private agencies and as soci a t ions . Positions of g r ad u a t e s r an g e , for ex am p l e , from
m e m b e r s o f t h e s t a t e w i d e h i g h e r e d u c a t i o n c o o r d i n a t i n g B o a r d , t o
u n i v e r s i t y P r e s i d e n t s , t o V i c e P r e s i d e n t s f o r S t u d e n t A f f a i r s , t o
t e n u r e d f a c u l t y m e m b e r s a t c o l l e g e s a n d u n i v e r s i t i e s , t o d e p a r t m e n t
c h a i r p e r s o n s , a n d t o d e a n s a n d d i r e c t o r s . Additionally, publication activity of
our graduates is noteworthy and extensive, and several are leading scholars in areas of higher
education.
That our graduates are so highly placed is due, at least in part, to the emphasis of the Program
on providing a variety of opportunities for students to work with faculty and other professional
staff at the University. Professional staff in other administrative offices of the University
serve as affiliate faculty members in the Program and are available to assist students in
their educational and career development. All Program faculties a r e ab le to p r o v i d e
students w i t h indiv idual ly tai lored opportunities for study leading to the master's and
doctoral degrees.
Students from the higher education program area are frequently encouraged to take courses in
other departments for a minor area, and consequently, have rounded out their programs with
coursework in race and ethnic studies, women’s studies, sociology, student affairs, the Bush
School and the public administration/public service program, organizational management and
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business, and speech and communications/rhetoric. They have broadened their perspectives on
both the issues confronting higher education today, and also on disciplinary research
perspectives different from those in the College of Education and Human Development.
Finally, although the positions for which students in the program prepare themselves are
diverse, students and faculty alike recognize the need for a degree of unity in the pursuit
of higher education as a field of study. Consequently, a core of courses is recommended for
all students, while still allowing for sufficient individual variation in order that special
interests and expertise may be developed.
Higher Education: Program Evaluation, Strengths and Weaknesses
At the present moment, we are well placed to offer a full range of courses in higher
education. We had been routinely missing, for several years, expertise in faculty
governance (a critical component of any program seeking to expand the number of its
graduates placed into faculty/research positions), and we had no faculty governance course. We
now have a faculty member teaching that course. The background of Dr. Christine Stanley
in faculty professional development and college teaching gives us the opportunity to offer a
certificate in the College Teaching strand. The latter is an option elected by individuals in and
out of our program area, including the Human Resource Development Program Area, but also
from individuals outside of the College, who are seeking teaching training in preparation for
their own expected faculty positions. Dr. Stanley, who is Coordinator for this program, has
had students from veterinary medicine, the Bush School, business, recreation, parks and
tourism, and other disciplines and colleges. Word of mouth has spread the news that the
courses in this strand-including adult education, college teaching, and eight others are some
of the most valuable and well taught in the university, and classes are routinely filled, and
frequently oversubscribed. At the moment, the program area believes that we are not lacking
in faculty resources, but rather have strong and extremely competent human resources to
carry out our mission.
As mentioned previously, one arena in which we could utilize additional resources is with
respect to graduate research assistants and associated tuition waivers. Additional lines for
research assistants would enable us to compete with other major programs in higher education;
recruit from a more national base the brightest Ph.D. and masters applicants, and; support
even more strongly an effort to attract external funding.
Teaching
The Knowledge, Skills and Attitudes Students Should Possess upon Graduation
All of o u r teaching, advising, mentoring and d i s s e r t a t i o n d i r ec t i o n i s focused
on graduating students with a specific set of attitudes, beliefs and values, a set of highly
usable skills, sound background knowledge of higher education as a social institution, and
an eagerness to continue learning throughout the life cycle. The attitudes, values and beliefs
students should have include an understanding of at least some of the deep social structures
which support and maintain unequal opportunity; an unshakeable commitment to professional
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integrity and a set of well-recognized ethical principals; t he willingness to work
professionally toward social justice, including educational, economic and hiring justice, and; a
firm belief in the power of education and educational opportunity to contribute to
redistributing justice and social agency.
When they graduate from our program, as a result of extensive revisions to our research core,
students should have a firm grasp of different models and paradigms of research, an ability to
engage in independent research of either a quantitative or qualitative nature, and the critical
intellectual skills to be able to mount a meaningful and incisive critique of any piece of
research. Critical thinking skills are one of the pieces of a rounded education which many of
our students enter graduate school lacking; our program attempts to compensate for this
lack by strong education in the critical skill of evaluating research, and weighing the
evidence and arguments which go into a piece of work. There is some preliminary evidence
that we are being successful at this. Outside members of our dissertation committees
frequently comment that our students seem to be "rigorously prepared" and far more critical
than they have been in the past. While such evidence in principally qualitative, we trust their
judgment, as it proceeds from faculty in several disciplines outside of EAHR, and even
outside the College.
In addition, we also evaluate our students' preparation for their professional advancement via
preliminary (comprehensive) examinations (both for our Master's students and for our
Ed.D. and Ph.D. students), at the end of coursework. Preliminary examinations are two-
part, written and oral examination by the committee of the whole. As well, our students
are also evaluated via their dissertation proposal hearings and their dissertation final oral
defenses. Significant gaps in their research are addressed by means of requiring additional
research activities or additional revisions in the dissertation, or both.
Teaching Techniques and Approaches
The f acu l t y u t i l i z e a wide r a n g e of t e ach i n g t e c h n i q u e s , depending on t h e
co u r s e considered. Lectures, Socratic questioning, group and collaborative project work,
field visits (e.g., to the Legislature during legislative budget hearings, or Legislative
Budget Board presentations o n higher education), v i s i t i ng lecturers and experts, Web-
assisted and -directed courses , case s t u d i e s , mastery learning, systems modeling formats,
Webinars, and, in some instance, online distance learning modalities. The utilization o f
increasingly s o p h i s t i c a t e d technological approaches t o teaching--Web based,
a s y n c h r o n o u s and s y n c h r o n o u s classroom bulletin b o a r d s , d i a l o g u e
s e s s i o n s online, student online discussion groups--gives students the opportunity to
experience a wide range of teaching possibilities. Additionally, most, if not all, teaching
faculty utilize PowerPoint presentations for lectures, and combine PowerPoint sl ides
with overheads, and other Web-based teaching technologies.
The faculty are extremely aware of the role of technology in learning organizations,
networked scientific exchange communities, and the knowledge economy, and make
strenuous efforts to incorporate material into their courses, which speak to the role of
technology in globalization. For instance, one professor has just recently adopted, among
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other textbooks, Thomas Friedman’s The World Is Flat, which argues that technology and
the information economy is leveling the playing field around the world, beckoning so-
called "developing n a t i o n s ” into "developed" status virtually overnight , a t least in
some sectors of their economies. Good examples would be India, China, Malaysia, the
Philippines, Singapore , Thailand, and the like. In yet other courses, we try to introduce
them to some o f t h e problems i n moving t o work o u t s i d e o n e ’ s own c u l t u r e ,
l a r g e l y w i t h indigenous and native peoples, principally in the social structures which
guide research (as it is known in the Western world) in postcolonial contexts, with very
different sets of ethics (e.g., how one gains entre) and regulatory bodies (e.g., some
countries, indigenous peoples, or native research participants refuse to participate in IRB
requirements, such as signing consent forms).
The faculty is trying to build on the ethics of diversity to consider more global contexts. We
h a v e b e e n w o r k i n g d i l i g e n t l y since V i s i o n 2020 was p u b l i s h e d to a t t empt
t o internationalize our program in a variety of ways, and have engaged with students in
colloquia-created and directed by the students themselves-around issues of conducting
research o v e r s e a s , b o t h f o r f a cu l t y a n d f o r s t u d e n t s at the dissertation stage, who
frequently choose to pursue research studies undertaken in their home countries.
In support of students becoming familiar with technology (although frequently, they are
more familiar with technological tools than the faculty), the EAHR Department provides a
computer laboratory, so that each enrolled s tudent has access to the library's online
catalog, qualitative data analytic software, and a wide variety of other tools to assist them in
classroom presentations, research, data analysis, and other activities around learning and
utilizing technologies for teaching and research.
Faculty have increasingly broadened their teaching to include weaving diversity issues
throughout individual courses an d t h e e n t i r e p r o g r a m area . Students n o w h a v e
opportunities to participate in discussions, online dialogues, and a wide variety of
symposia on diversity issues, on globalization concerns, on the "corporatized university", and
other critical and serious contemporary topics which are influencing the shape of the 21st
century university, both here and abroad.
Several of our faculty have won, or been nominated for, teaching and mentoring awards at the
College and University level--a fact which speaks to the students' assessment of the quality
of the teaching they are experiencing in the program area.
Research
The higher education program area faculty have a wide range of research interests,
including student assessment, student affairs administration, faculty professional development
and college teaching, qualitative research methodology, for-profit institutions of higher
education, research universities' libraries, student judicial affairs, faculty governance, faculty
issues, especially faculty of color and their experiences in predominantly white institutions,
and issues surrounding underrepresented groups of students. Increasingly, whatever the interests
of our students, we can frequently find opportunities to involve them in research. A close
examination of the faculty A-1 forms will demonstrate that the program area faculty are
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publishing more often than ever in the past with their students, sometimes on student-initiated
research, and more frequently, on faculty-initiated research. Students are also being encouraged
to present-either as single individuals, or with faculty members-at national and refereed
conferences, and a pool of funds that enable student travel to such conferences is being created
(and indeed, has always been available, but now is expanding). Faculty make avid attempts to
take one, two, or three of their graduate students and research assistants to one conference a
year, as a part of their professional socialization, and most of us work intensively with our
advanced students to help them craft proposals for their own research which they can
submit.
Strengths and Weaknesses of Faculty R e s e a r c h
The faculty enjoy several strengths. Each of us, including the newest faculty, is engaged in
research, and publishing at the level o f e x p e c t a t i o n s determined i n t h e
b e n c h m a r k i n g exercise (on a v e r a g e , t w o publications per year, usually journal
articles). In addition, faculty in the program area will complete, on average, one book every 3-
4 years (or more); several chapters; and an average of 1-2 conference papers per person. This
will include the junior faculty, all of whom, in t he p a s t s ev e r a l yea r s , h av e b e e n h i r ed
s p e c i f i c a l l y fo r t h e i r r e s e a r c h productivity and teaching and classroom expertise. We
have two weaknesses, as a faculty. First, we do not seek external funding with as much vigor
as we should. This has not been a program area with a strong track record in searching for and
acquiring research or training grants and contracts, although there is some expertise there. In
several instances, faculty have joined together to collaborate on preparing proposals for
funding, and one large grant proposal is has just been awarded to Dr. Ponjuan and his
colleague at the University of Texas-Austin. But in light of the heavy dissertation advising
loads we formerly faced, acquiring external funding was simply not a priority among the
program area faculty. Second, we have not, as a program area, collaborated around the
preparation of proposals for funding. Between the program area faculty, we have many
professional strengths and realms of expertise. With some extended discussions, we might
discover in what arenas we could combine our expertise in order to attract major funding. We
have simply not engaged in that kind of work as much as we might. We are hopeful that with
the new faculty, and new potential on board, we might open such a conversation.
A strength that we enjoy, however, is that we are indeed as individuals and perhaps as a
program area, nationally influential. In our own areas of expertise, members of the program
area faculty are nat ionally and in some case, internat ional ly known and recognized
a s e x p e r t s (e.g., Christine Stanley in Faculty Professional Development, Ed. J. Davis in
Higher Education Finance, Yvonna Lincoln in alternative research methodologies and
qualitative research, Glenda Musoba in the arena of public policy and finance, Vince Lechuga
on for-profit institutions, Luis Ponjuan on Hispanic and African-American males’ access to
higher education). Our research is frequently cited, our research is presented at national and
international conferences, both refereed and invited, and faculty are frequently
commissioned to consult across the state and country, and internationally, in their areas of
expertise.
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We are likely advancing the state of our discipline, but could do more, perhaps, as one or more
collaborative groups, to further advance one or more aspects of higher education research.
Dissertations
The quality of our dissertations could stand some work, in some instances. Quality in
dissertation research is very closely aligned with the professional aspirations of our
students. Overall, l0 - 15% of our dissertations is of exceptional quality, and has received
awards of various sorts, within the College and outside the University. This top level of
dissertations is frequently identifiable by the publications proceeding from the dissertation
research, and as faculty identify the high performers, they make efforts to see to it that these
students make opportunities for themselves to publish. An examination of the A-1 forms of
faculty will demonstrate those publications, which either proceed from dissertations, or were
prepared alongside dissertations, both with and without faculty co authorship.
Another set of the higher education program area's dissertations reflects the somewhat utilitarian purposes of the students who conduct the research. This group of dissertations, perhaps 60-80%, is completed by students whose career plans focus on administration. They do not see themselves as preparing for faculty or research careers, and consequently, their dissertations are not viewed as preparation for extended agendas in research. Rather, the dissertation is viewed as an exercise in learning what goes into a sound research project’s planning and execution. This set of dissertations is most assuredly competent, but hardly the kind of dissertation that culminates in a strong and provocative set of "recommendations for future research" which proposes the early career research plan for a future faculty member. Instead, the focus on the dissertation is likely to be on the more pragmatic administrative "implications for the research findings", which are viewed as helping the professional administrator understand some aspect of organizations or administration which will improve her or his practice, or broaden the student's understanding of some aspect of higher education as a social institution. A third and final set of dissertations, some small percentage, are borderline. The students who prepare these research projects are those who have struggled through the program, and who have not distinguished themselves, either as future faculty or researchers, or as future administrators. It is likely this group to which the program area faculty need to address themselves, probably by group consultation regarding what students should be quietly counseled to withdraw from the program, or to leave ABD.
Service
The higher education program area faculty are engaged in several forms of service, both
throughout the University, and beyond the University's walls. Dr. Stanley has been active in
providing workshops around the nation on faculty professional development, department
head training, and mentoring diverse faculty. Dr. Lincoln provides evaluation design and
consultation services to the South West Educational Development Laboratory (Austin) and
workshops and training in qualitative research both in the U.S. and internationally. Dr. Peck
Parrott has lent her expertise in student judicial affairs to several institutions, and overseas in
China, and she has developed a growing expertise in generational issues in the workplace and as
a result, has provided workshops for universities around the country and serves as a regular
trainer for Halliburton’s executive leadership. The program area faculty have a wide array of
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skills and arenas of expertise, and stand ready to provide those skills to other institutions and
agencies when asked, including providing expertise and training internationally (e.g., China,
South America and Indonesia). Our work with China, in both advising on the transition to
a market economy for their institutions of higher education, and in training in research
methodology, is becoming extensive. Since November, 2003, the National Academy for
Educational Administration (NAEA), which trains all senior administrators for higher
education in China, and Texas A&M University have collaborated on a series of academic
activities:
August 2003 to July 2004, NAEA facu1ty member Dr. Xiaobo Yang translated the
book Naturalistic Inquiry written by Dr. Yvonna Lincoln, Distinguished Professor of
Higher Education Administration, Texas A&M University, and NAEA funded the
publishing of the Chinese version of the book in China. This book has had a great
impact on Chinese scholars in education research methods. It has also advanced the
academic communication between the two countries.
In 2003, Dr. Kelli Peck Parrott and Dr. Bryan Cole received a training grant from
NAEA to provide student affairs training to 30 Chinese student affairs
administrators. The Chinese administrators received three weeks of intensive student
affairs training on the Texas A&M University campus in October-November 2003.
July 2004, NAEA, T ex as A &M U n i v e r s i t y a n d the Chinese H i g h e r
Education Administration Association co-held the Seminar of Qualitative Research
Methods in Beijing. Dr. Yvonna Lincoln and Dr. Carolyn Clark from Texas A&M
University gave invited lectures on the theory and practices of qualitative research.
More than 30 r e s e a r c h e r s and s c h o l a r s from different universities and
r e s e a r c h institutes participated in these activities
As the secretariat of the Second Foreign-China University Presidents Forum, NAEA
held an international forum on higher education administration issues in August, 2004.
In this forum, there were 13 university presidents from all over the world who were
invited to Beijing. I n a d d i t i o n , 124 Chinese university presidents participated in
the forum and t h e f o r u m w a s a n ex c e l l en t opportunity to s t r e n g t h e n
international collaboration and communication. This forum has enabled Chinese
higher education administrators to learn more from foreign colleagues about higher
education development and higher education administration.
In 2004, NAEA held six training programs. More than 700 university and college
leaders took part in these programs. The main contents of these programs are higher
education administration leadership.
Dr. Cole and Dr. Peck Parrott helped p l a n and p a r t i c i p a t e d i n t he N A E A
50th Anniversary C e l e b r a t i o n by hold ing a n I n t e r n a t i o n a l F o r u m o n
S t u d e n t Affairs Administration in September, 2005 at the NAEA in Beijing which
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brought Chinese, U. S. and other country higher education administrators to
collaborate on enhancing the leadership skills of student affairs administrators.
Dr. Cole co-chaired with Prof Yu Jioming, Executive Director of NAEA, a forum on "Building Institutional Research C a p a c i t y ” as a part o f the 2 n d C h i n a - U. S. Relations Conference sponsored by Texas A&M University and Peking University in Beijing, China, November 2005.
External Funding
The higher education program area has not been as active as it should, either individually,
or in small group collaborations, in seeking and acquiring external funding. In part, this has
been the result of having fewer faculty than we actually needed to meet coursework and
dissertation advising loads. As of September 1, 2012, the program area was fully staffed
once again (including c r o s s o v e r f a c u l t y f o r the Student A f f a i r s
A d m i n i s t r a t i o n master's program), and i t is possible t h a t we might f ind some
av en u es f o r coopera t ion a n d collaboration around external funding.
Several of our faculty have acquired small or large grants, and on a half dozen occasions,
faculty have prepared grant and contract proposals, bu t thus far, we have no been as
successful as we would have liked. (A complete listing of grants and contracts which have
been prepared, whether funded or not funded, can be obtained by referring to the faculty vitae
for the higher education program area)
Collaboration with Other Programs or Other Units of the University
There is high collaboration with other uni ts of the university i n some arenas . For
example, our masters in Student Affairs Administration faculty, some of whom are also
higher education doctoral program faculty, collaborate extensively and productively with the
office of the Vice President for Student Affairs, in arranging research a n d g r a d u a t e
assistantships, practica a n d i n t e r n s h i p s , and w i t h r e s p e c t t o teaching graduate
courses. The contribution this collaboration c r e a t e s for the program area i s worth,
roughly, one-half million dollars ($500K) annually in paid work and contributed teaching
to our program area. Key senior student affairs administrators also instruct masters classes in
the student affairs program bringing real world experience and best practice into the classroom.
All practitioners who teach hold doctoral degrees and expertise in the course topic.
Dr. Lincoln works with the Medical School as an evaluation consultant on a bioterrorism
preparedness grant funded by the Homeland Security Administration, a contract that
provides several thousand dollars in released time and fringes for the department. She is
part of a large-scale proposal to NIH, where her role will be training other researchers in
qualitative methods to aid in creating “translational” research. That grant is pending.
Additionally, Dr. Kelli Peck Parrott works with the Center for Executive Leadership
in the Mays Business College, providing training for the Law Enforcement
Management Institute. Dr. Glenda Musoba is mentoring urban students coming to TAMU
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through the Posse Program on behalf of the university. Further, Dr. Ponjuan has also been
invited to speak at several precollege programs to encourage Hispanic youth to consider higher
education. There are other collaborations where our faculty are called upon to provide
expertise and cooperative activities with other units of the University, these are just a brief
sampling. As opportunities o p e n up, our faculty h av e always b e e n willing to work with
other departments and other agencies and units of the university and the System. We will
continue to both be open to, and sometimes, to seek out, such opportunities.
General Issues: The "Flattening" o f the Higher Education Program Area
Thomas Friedman, in his recent book The World Is Flat, argues that with the rapid spread
of technology and the worldwide diffusion of the knowledge economy, that the "playing
field" for developing countries has systematically grown more level, rather than less
that the field is now "flatter" than at any time in modem history. In the same manner,
looking back over the higher education program area's growth in the past 15 years, we
can understand in historical terms that the program area has likewise grown flatter. From
an o v e r s u b s c r i b ed program w i t h o n l y t h r e e i n d i v i d u a l s in i t (Cole,
C a r p e n t e r , and Lincoln), we have now grown to over eight individuals who are either
clinical or tenure track faculty, or fairly permanent adjuncts, and a half dozen individuals
who are members of the permanent administration staff who regularly contribute to our
teaching missing in either the higher education or student affairs program. In addition, from
a fairly parochial program which served predominantly the state of Texas (and served it
well), the recent student recruitment efforts have expanded our student clientele to
students beyond the boundaries of Texas, and more importantly, in ternat ional ly . Given
that new security regulations make student visas even harder to obtain in a post-9/11
world, that we should have a steady supply of international applicants speaks well of
the extent to which the program is becoming known not only nationally, but also
internationally.
Resources Needed to Move Up in the Rankings
Our rankings in one of the benchmark rating systems, the U.S. News & World Report's
"Rankings of Colleges and Universities,” with the higher education program in the Top
25 of such programs in the country, has brought well-deserved visibility and prominence to
the program area, and enhanced our recruitment efforts enormously. We are one of the few
U.S. News & World Report-ranked programs in the College (three in all). We have faculty
who are themselves nationally known and recognized for their scholarship, and all t h a t
is missing t o m o v e u p i n t h e r a n k i n g s would b e ad d i t i ona l research
assistantships w i t h t u i t i on waivers attached, as well as tuition waivers for our masters
students, so that our program c o u l d be competitive w i t h other ranked programs in
terms of doctoral student/research assistant compensation and benefits. Support for
graduate assistantships and tuition support has long been a problematic issue at Texas
A&M; administrators a round campus are working on this issue, and the newest policy
in the College of Education and Human Development calls for each grant or contract
proposal which specifies research assistants will have also built in tuition waivers. Thus,
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some external funding may well help to solve this problem. But it is a larger University
problem, and needs to be solved at the state and university level.
Summary of Program Review
We have recruited several young faculties to join us for the next few years, and we are
enjoying some success at attracting external funding. Our faculty make impressive
contributions to governance and service in the department, the College and the wider
University, as well as to their professional organizations. The faculty are smart and
effective classroom teachers and dissertation advisors and mentors, and between them,
they have many contacts around the nation, and beyond, which aids in placing our
graduates upon degree completion.
More importantly, for our national ranking status, we have faculty who are engaged
scholars, who are publishing and presenting regularly, and who are also mentoring our
students to present and publish, either with the faculty or on their own. In a short 15
years, our students have gone from no presenting and publishing to preparing proposals
(ASHE, AERA, ICQI, NCORE, and others) and regularly presenting and writing for
publication. Many will compete exceptionally well when they complete their degrees and
begin the job search.
The senior faculty are committed to seeing to it that our junior faculty get through the
promotion and tenure process successfully and move up into the ranks. Whatever kind of
help we can legitimately provide them will be provided, including genuine respect and
warm collegiality, as well as whatever mentoring they believe is best for them. We
believe it is quite possible we will move up in the national rankings with this group of
junior scholars, and look forward to enjoying their colleagueship for many years to come.
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SAAHE – Student Affairs Administration in Higher Education Brief Program Description The student affairs profession evolved from the recognition that personal development and learning occurred not only in the classroom, but also in other phases of a student's life while enrolled in college. Student affairs supports the educational mission of the institution in furthering the total, ongoing development of students intellectually, emotionally, physically, socially, culturally, and vocationally. In response to the need for well-trained professionals in the field of student affairs, the Student Affairs Administration in Higher Education (SAAHE) program was developed in 1992. College Student Personnel had been taught at Texas A&M in one form or another since 1973, but the program was fully developed in 1992 and is now a specialization housed within the Higher Education program in the Educational Administration and Human Resource Development department. The Student Affairs Administration in Higher Education (SAAHE) specialization provides coursework and practica/internships leading to a master of science (M.S.) degree in educational administration. The full-time SAAHE curriculum emphasizes a blend of classroom learning with practical experience. In addition to coursework (39 credit hours) and two semesters of comprehensive practica/internships (150 clock hours each), all of our students hold student affairs graduate assistantships either within the division of student affairs, the academic colleges, or academic services. One of the most distinctive aspects of the program is that it operates on a cohort basis, which allows approximately 15 full-time students to enter each fall and to progress together throughout the entire program. This unique structure and the environment at Texas A&M University cultivate support, encouragement, and friendships from the moment that the SAAHE experience begins.
Program Offerings The focus of the program is the balance of learning, thinking, and doing. The course work is based in the research and theory that provides the foundation of the field. Classes are seminar based and small, which requires each student to engage in the discussion and manipulation of the information. Simultaneously, the program challenges students to apply their newfound knowledge through intensive assistantships and internships, allowing theory to inform their practice. And finally, students are encouraged to then bring the combination of their learning and experience to the classroom, to then allow practice to inform theory.
Courses Offered EDAD 610 Higher Education Law. (3 hrs.) EDAD 611 Higher Education Business and Finance. (3 hrs.) EDAD 618 Educational Administration in Cross Cultural Environments. (3 hrs.) EDAD 631 Student Affairs Functions. (3 hrs.) EDAD 603 Advanced Student Development Theory. (3 hrs.) EDAD 658 Assessment and Interventions in Student Affairs. (3 hrs.) EDAD 669 The College Student. (3 hrs.) EDAD 670 Student Affairs Administration in Higher Education. (3 hrs.)
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EDAD 683 Field Practicum in Student Affairs Administration in Higher Education. (6 hrs.) EDAD 650 Counseling Skills for Student Affairs Professionals (3 hrs.) EHRD 636 Working with Adult Groups. (3 hrs.) EDAD 690 Educational Statistics. (3 hrs.)
Degrees Offered Masters of Science Degree in Educational Administration
Admission Criteria Students are selected once a year in the spring, to begin the two-year full-time program as a cohort in the fall. The program typically receives 50-80 applications annually; however, only 15-20 students are selected for admission into each fall cohort. A committee of SAAHE faculty reviews the applications and narrows the pool to 25 candidates who will be invited to attend the two-day Interview Conference. At the SAAHE Interview Conference, candidates are interviewed by faculty, complete an on-sight writing sample, and are interviewed by potential graduate assistantship supervisors within the division of student affairs. Admission decisions are made by the SAAHE faculty considering the following criteria: Applicable Experiences and Leadership - 20 points possible (Evaluation of the candidate’s resume: highly involved in student activities/organizations, work with diverse populations, work experience, and leadership positions held) Interview with SAAHE Faculty - 20 points possible (Interpersonal communication, academic potential, diversity awareness, professional demeanor, and student affairs practitioner potential) Autobiographical Essay - 15 points possible (The autobiographical essay/career objective provides a writing sample and should inform the faculty about the applicant and the important factors in his/her life journey that shaped an interest in student affairs administration and brought him/her to apply to the SAAHE program.) Essays are evaluated based on content, clarity of expression, sentence structure, usage and mechanics, coherence and logical development of argument, critical thinking, creativity, and adversity encountered. Essay on a Topic Related to Student Affairs - 15 points possible (Completed at the interview conference) Essays are evaluated on content, clarity of expression, sentence structure, usage and mechanics, coherence and logical development of argument, critical thinking, and creativity. Bachelor’s Degree GPA from an Accredited College/University (last 60 hours) - 15 points possible 3.5 or above 15 points 3.0 – 3.49 10 points 2.5 – 2.9 5 points 2.0 – 2.4 0 points
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Graduate Record Examination (GRE) Scores - 10 points possible Verbal Quantitative 70%+ 5 points 70%+ 5 points 50% - 69% 3 points 50% - 69% 3 points 30% - 49% 2 points 30% - 49% 2 points 25% - 29% 1 point 25% - 29% 1 point Letters of Recommendation - 5 points possible (Three letters of recommendation should be received) Points are based upon the number of letters received, as well as the comments from references, what is not said, as well as what is said in the letters. There are a total of 100 points possible. However, it is important to note that the points are used as a means for determining candidate strengths and weaknesses in order to facilitate the faculty’s discussion. Additionally, feedback is collected from the graduate assistantship supervisors who interviewed the candidates to obtain additional data concerning the candidates’ potential as professionals in the field of student affairs. All faculty who work with the SAAHE program meet to determine which candidates will be offered admission. All candidates are evaluated holistically, with each piece of their application and the information gleaned from interviews serving to inform the faculty’s decision.
SAAHE – Student Affairs Administration in Higher Education Program Vision, Mission, Goals, and Objectives Vision and Mission The Student Affairs Administration in Higher Education strives to prepare practitioner scholars for leadership in college and university student affairs in Texas, throughout the nation, and internationally. With a focus on the application of theory to practice, students experience a balance of coursework and field work grounded in student development and learning, social justice, and administration.
Goals
1. Students in the SAAHE master’s program will develop inquiry skills. Specifically they will be able to acquire, critique, analyze, interpret, and synthesize pertinent information from the educational administration literature; identify problems of practice and select tools, methods, and approaches to solving practice based issues.
2. Students in the SAAHE master’s program will nurture diverse capacities for practice. More specifically they will acquire leadership skills and knowledge to lead in diverse settings; function accordingly within a legal and political contexts; design, implement, and evaluate policy; make legally appropriate personnel decisions and choices; understand and manage organizational improvement; and adhere to local, state, and national benchmarks for
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leadership quality.
3. Master’s students in the SAAHE program will be prepared to work in diverse settings. More specifically they will develop the capacity to work effectively with and within diverse groups. Students will develop the abilities and skills to evaluate and interpret competing philosophical arguments and provide a forum where individuals can discuss and appreciate these diverse philosophical viewpoints.
Course Descriptions
EDAD 610 Higher Education Law. (3 hrs.). Legal aspects of administration in institutions of higher education; statutes and case law related to liability, due process, student rights, admission, employee relations, and property use. Prerequisites: Graduate classification and approval of instructor.
EDAD 611 Higher Education Business and Finance. (3 hrs.). Business management and financial aspects of administration of higher education; federal and state funding, institutional planning, budgeting and controlling, sources of financial support and business operations in higher education. Prerequisites: Graduate classification and approval of instructor.
EDAD 618 Educational Administration in Cross Cultural Environments. (3 hrs.). Designed to provide educational administrators insights and background into the life styles, values, and aspirations of minority Americans as related to the administrative process.
EDAD 631 Student Affairs Functions. (3 hrs.). Introductory course in student affairs administration in higher education programs. Topics include the history of student affairs administration and the philosophical foundations of student affairs work.
EDAD 603 Advanced Student Development Theory. (3 hrs.) Further development of the theories and concepts covered in the EDAD 669 The College Student course. Theories and current research on the development of students is critiqued and analyzed in light of today’s changing college student population.
EDAD 658 Assessment and Interventions in Student Affairs. (3 hrs.). Theory and practice of assessment and evaluation.
EDAD 669 The College Student. (3 hrs.). Nature, needs, and characteristics of American college students; developmental tasks, peer group relations and impact of college environment on student development. Research from behavioral sciences.
EDAD 670 Student Affairs Administration in Higher Education. (3 hrs.). Student affairs administration in higher education; principles, philosophy, and major theoretical issues; organization and administration theory. To be the capstone of two years of study and practice in the area of student affairs administration.
EDAD 683 Field Practicum in Student Affairs Administration in Higher Education. (1 to 6 hrs.) Supervised experience in professional employment settings in educational administration;
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practical experiences and activities in student affairs administration in higher education supervised by departmental faculty. Prerequisite: Approval of instructor.
A practicum is a supervised fieldwork experience in which Student Affairs and/or other professionals guide, instruct, and supervise the student’s introduction to a particular functional area or project. It offers the opportunity to gain additional insights of a particular office or program by focusing on specific issues, problems, concerns and demands of that particular unit.
The Student Affairs Administration in Higher Education (SAAHE) Program requires two practica of 150 clock hours each for a total of six credit hours (three hours each semester). The first practicum (Practicum I) is typically completed in the Summer semester of the students’ first year. The second practicum is typically completed in the Fall semester of the second year.
Students are encouraged to complete their practica in two different areas in which they want or need additional knowledge and experience. Academic credit is granted on a grade basis.
An important part of the practicum experience is the Practicum Seminar facilitated by the Faculty Practicum Coordinator. The purpose of the seminar is to offer students an opportunity to discuss and share learning insights related to their job assignment. In addition, the seminar can be used as a workshop setting to provide students the opportunity to develop other professional skills.
EDAD 650 – Counseling Skills for Student Affairs Professionals (3 hrs.). Methods and procedures descriptive of the counseling process; dynamics of counselor-counselee relationship; interviewing techniques; crisis counseling techniques and referral skills.
EHRD 636 Working with Adult Groups. (3 hrs.). Development of skills for facilitating productivity in task-oriented groups of adults. Issues, problems and concepts frequently encountered, and potential solutions.
EDAD 690 Educational Statistics. (3 hrs.). Statistical concepts and techniques and their application in the behavioral sciences.
Learning Outcomes
The learning outcomes for the SAAHE program include:
1. Students will demonstrate effective communication skills, both verbally and in writing. 2. Students will demonstrate integrative learning by drawing linkages across curricula and
disciplines to more fully understand and respond to complex problems in research and practice.
3. Students will be able to demonstrate their inquiry skills, using pertinent information in the student affairs literature, identifying problems of practice and selecting appropriate tools, methods, and approaches to solve practice based issues.
4. Students will be able to demonstrate their leadership abilities to lead in diverse settings, function within legal and political contexts, as well as effectively work with policy issues and organizational improvement.
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5. Students will be able to work within diverse settings within higher education across the country and abroad.
Assessment of Learning Outcomes
While a variety of measures are used to assess how the learning outcomes of the SAAHE program, the primary measures employed to date have been the successful completion of the comprehensive exam, the Comprehensive Exams Rubric Data, practica/internship placement, and employment placement. Brief descriptions of each item and the data follow.
1. The SAAHE Comprehensive Exams occur in the students’ final semester. These exams are extensive, mulit-layered case studies within the field of student affairs. The students are given their cases two weeks prior to their oral defense. At the oral defense, the student must present a written comprehensive analysis of the case, outlining the issues, identifying the key actors, recognizing what information is needed but not provided, selecting applicable theory and case law, identifying possible alternatives for each of the issues, and then determining a best course of action. Subsequently, the student provides their faculty committee with a brief oral overview of their analysis and then must respond to the committee’s questions of their analysis. The faculty committee is comprised of two higher education faculty members and a faculty member outside of the Educational Administration and Human Resource Development department. Based upon the quality and depth of the student’s performance, the faculty committee determines whether the student has passed or failed the exam. Given the nature of the cases, this exam provides data regarding learning outcomes 1-4.
DATA: All of the SAAHE students have passed their comprehensive exams since 2007.
2. The SAAHE Comprehensive Exam Rubric (see Appendix) directly and individually evaluates each of the students completing their comprehensive exams based on each of the learning outcomes. Each member of the committee, higher education faculty and outside faculty members, complete the rubric for each student as a result of their comprehensive exam written and oral responses directly evaluating the student’s achievement of the learning outcome on a five point scale.
DATA: The Comprehensive Exam Rubric was first implemented in 2013, so there is only data on our most recent graduating cohort. A comprehensive analysis of the data for each learning outcome is located within the WEAVE data.
3. The SAAHE program requires two practica of 150 clock hours each for a total of six credit hours (three hours each). Several years ago, these practica placements were almost entirely within Texas A&M University. In order to prepare students for more diverse settings and to serve a more diverse student body, we have focused our efforts on encouraging our students to experience their practica/internships outside of Texas A&M University. By moving the first required practica to the summer and offering this course on-line, students were then free to travel and go wherever the opportunity presented itself. By providing Practicum Informational meetings, and mentoring the students through the application and search process, now almost all of our students experience their practica at other institutions and institutional types. DATA: As a result of our efforts and focus, our students have been highly successful in securing competitive Association of College and University Housing Officers-International
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(ACUHO-I) and the National Orientation Directors Association (NODA) national internships. In 2012, 12 of our 13 students secured these national and international internships (one student worked in Qatar), while in 2013 eight of 11 students secured these competitive internships and one additional student secured an internship in Switzerland. These efforts both increase the students’ experiences as well as the reputation of the program. Most importantly these efforts ensure the meeting of learning outcomes 4 and 5, leading within diverse settings and being able to work within diverse settings.
Practicum/Internship Placements SAAHE Classes of 2007-2014
Cohort Year (graduation
year)
Number
of students
in the cohort
Practica/ Intern at
institutions other than
TAMU
ACUHO-I Internships
NODA Internships
International Internships
2007 14 11 0 2 0 2008 12 9 0 2 1 2009 10 8 2 3 1 2010 14 9 3 2 1 2011 14 11 3 4 0 2012 14 14 8 3 0 2013 13 13 6 6 0 2014 11 10 4 4 1
4. An additional important indicator of the success in meeting all of our learning outcomes, but
particularly learning outcome number five, able to work within diverse settings, is the placement of our graduates. As an indicator of our students’ quality, we have been proud to assert that we have a 100% placement rate. Further, our students are placed within a variety of institutions both within Texas, the country, and abroad as indicated in the table below.
SAAHE Employment Placement Class of 2009-2012
Cohort
Year # in
cohort Inter-
national Placement
National Placement
Texas Placement
TAMU
Doctoral Program*
Unknown
Not placed w/in 6
mo. 2009 13 0 9 1 3 1 0 0 2010 13 1 5 2 5 3 0 0 2011 14 1 5 4 4 0 0 0 2012 15 0 9 3 3 0 0 0
2013 13 0 6 4 2 0 1 0
*Many students attend doctoral school while working
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Program Faculty
As a specialization within the higher education program, we share the same higher education
faculty. However, in collaboration with our full-time faculty, we also have an excellent cadre of
practitioner faculty who serve as adjuncts, but also in a variety of supportive roles in the program
such as admissions, recruitment, and mentoring. All faculty, including practitioner faculty, hold
doctoral degrees in the field with expertise in the courses they are teaching.
Dr. David W. Parrott
Dr. David W. Parrott serves as the Executive Associate Vice President for Student Affairs and Chief
of Staff in addition to teaching in the Department of Educational Administration at Texas A & M
University. Dr. Parrott earned his doctorate at the University of Louisville in Educational
Psychology with an emphasis in Student Affairs Administration. Additionally, he holds an M.A in
College Student Personnel and a B.S. in Business Management from Western Kentucky University.
Dr. Parrott has taught higher education law at Western Kentucky University, Western Michigan
University, and Bowling Green State University. Currently he teaches Higher Education Law at
Texas A&M University to both Student Affairs Master’s and Higher Education Administration
Doctoral students. Dr. Parrott has also consulted extensively in the area of race relations, conflict
management, legal issues, and student judicial affairs. He has served on the faculty for the Gehring
Academy, the national training academy for student conduct officials, and for the Student
Organization Institute, the national training institute for those who supervise or train advisors of
student organizations. Dr. Parrott has served on the Board of Directors for the Association for
Student Conduct Administration (ASCA) (formerly ASJA) in the following capacities: Director at
large, President-elect, President, and immediate past President. Currently, he also serves as
Chairperson for the ASCA Foundation. He is the 2013 recipient of ASCA’s highest honor, the
Donald D. Gehring Award that is given in recognition of sustained exceptional individual
contributions to the field of student conduct administration.
Dr. C. J. Woods
Dr. C.J. Woods received a B.S. in political science from the University of Southern Mississippi,
a Master's in counseling and student development from George Mason University, and a
doctorate higher education administration from the University of Louisville. Dr. Woods teaches
the Working with Adult Groups class for the Student Affairs Administration in Higher Education
Master’s program at Texas A&M. Additionally, he previously served as Texas A&M's Director
of the Department of Multicultural Services since 2006, and has more than 11 years experience
as a department head in higher education and student affairs. He was selected as a Fish Camp
Namesake during his second year at Texas A&M and has been instrumental in developing the
Community of Respect program presented at New Student Orientation, the A&M Collective, the
CLUES learning community, and a number of other highly successful diversity initiatives. Prior
to coming to Texas A&M C.J. served as Director of Diversity Programs and Coordinator of
Judicial Affairs at Western Kentucky University.
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Dr. Krista Bailey
Dr. Bailey currently serves as an Associate Director in the Offices of the Dean of Student Life at
Texas A&M University. Her previous positions in higher education have included Associate
Director, Department of Student Activities, Texas A&M University; Program Coordinator
Extended Orientation and Involvement, Department of Student Activities, Texas A&M
University; and Coordinator for Student Activities, Student Involvement and Activities,
University of Nevada Las Vegas. Dr. Bailey earned a Bachelor of Science in Biomedical
Science and Agricultural Development, a Master of Education in Educational Administration,
and a Doctor of Philosophy in Educational Human Resource Development, all from Texas A&M
University. The title of her dissertation was Women in Student Affairs Navigating the Roles of
Mother and Administrator. She has been recognized for her contributions through the following
honors: 2010 Texas A&M University President’s Meritorious Service Award, 2010 Randy
Matson ’67 Association of Former Students Award, 2007 Advisor of Year, 2006 Welcome to the
Division Award and 2004 National Association of Student Personnel Administrators (NASPA)
Region V New Professional Award.
Dr. Darby Roberts
Dr. Roberts currently serves as the Director of Student Life Studies (the Division of Student
Affairs assessment office) at Texas A&M University, having been promoted from Associate
Director, Assistant Director, Assessment Coordinator, and graduate assistant in the same
department. Before joining Student Life Studies, Darby worked as an Area Coordinator in the
Texas A&M Department of Residence Life and as a Hall Director at the University of
Tennessee. Darby has also taught several courses in the Student Affairs Administration and
Higher Education master’s program. The courses include Assessment in Student Affairs,
Research in Student Affairs, and the Functions and Foundations of Student Affairs.
Darby earned a Bachelor of Business Administration in business analysis and research
(management information systems), Master of Science in human resources management, and a
Doctor of Philosophy in educational administration, all from Texas &AM University. The title of
her dissertation was Skill Development among Student Affairs Professionals in the National
Association of Student Personnel Administrators Region III. Her professional involvement
includes being co-chair for NASPA’s Assessment, Evaluation, and Research Knowledge
Community and co-editing Learning is Not a Sprint, a NASPA book published in June 2012.
She was one of the founding members of the Student Leader Learning Outcomes (SLLO) Project
to promote the assessment and documentation of student learning in the co-curricular. Darby
frequently presents at national conferences and consults around the country.
Additionally, a strength of the program is the amazing student affairs professionals who mentor
and supervise our students through their assistantships and their practica within the division of
student affairs. As one of the largest, most comprehensive, and well-respected students affairs
divisions in the United States, the students have a unique opportunity to work within a variety of
student affairs environments, be mentored by top professionals within the field, and develop a
professional network that is second to none.
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Program Students Enrollment
SAAHE Admissions Data 2009-2012
Class Year
of Graduation
Undergraduate
Institution
(National)
Undergraduate
Institution
(Texas)
Undergraduate
Institution
(TAMU)
GPA
GRE-
Verbal
GRE- Quant
Caucasian
Afric
an American
Latino(a)
Other
% Diversity
2009 6 3 4 3.38
499 566
10 2 2 0 29
2010 6 6 3 3.30
440 523
7 5 3 0 53
2011 8 (1 internatio
nal)
5 1 3.43
447 541
8 3 1 2 43
2012 10 3 2 3.49
447 595
13 2 0 0 13
2013 6 2 4 3.18
483 587
9 2 1 1 31
2014 7 3 1 3.61
156 152
8 1 1 1 27
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Comprehensive Exam Rubric
Student: __________________________Date: ___________________________
Criteria Possible
Points
Points Received
Comments
Inquiry Skills: Students in the educational administration masters program will be able to acquire, critique, analyze, interpret, and synthesize pertinent information from the educational administration literature; identify problems of practice and select tools, methods, and approaches to solving practice based issues.
5
Nurture Diverse Capacities for Practice: Students in the educational administration doctoral program are prepared to assume leadership positions within educational systems. Students in the masters program will acquire leadership skills and knowledge to lead in diverse settings, function accordingly within a legal and political contexts, design, implement, and evaluate policy, make legally appropriate personnel decisions and choices, understand and manage organizational improvement, & adhere to local, state, & national benchmarks for leadership quality.
5
Prepare Students for Diverse Settings: Masters students in the educational administration program will develop capacity to work effectively with and within diverse groups. Students will develop the abilities and skills to evaluate and interpret competing philosophical arguments and provide a forum where individuals can discuss and appreciate these diverse philosophical viewpoints.
5
Communication Skills: Students will demonstrate effective communication skills.
5
Demonstration of Integrative Learning: Students demonstrate integrative learning by drawing linkages across curricula and disciplines to more fully understand and respond to complex problems in research and practice.
5
TOTAL
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K-12 PUBLIC SCHOOL ADMINISTRATION PROGRAM
Program Faculty
Dr. Beverly J. Irby serves as Associate Department Head and Program Chai, K-12
Public School Administration. Dr. Irby earned her Ed.D. (Education) from the
University of Mississippi in 1983. She joined the Department of Educational
Administration and Human Resource Development at Texas A&M University
(TAMU) as a Full Professor in September, 2013, has been approved graduate faculty
at TAMU since 2001, and has developed and taught courses in research and
curriculum for special programs, educational administration, instructional leadership,
and research. She has earned the reputation of an excellent professor andDr. Irby’s
mentored students have garnered numerous research awards. She was selected as a national UCEA David
Clark Scholar Mentor and a two-time Piper Professor Nominee. She has a graduate student scholarship
and has the Brown and Irby Center for Research and Doctoral Studies in Educational Leadership in her
honor at Sam Houston State University (Texas). Dr. Irby’s research focus is that of social responsibility
for instructional leadership; theory development/validation; women’s leadership; gender equity; early
childhood, bilingual/ESL, gifted, and science education; online learning; reflective practice portfolios;
international leadership; principal and teacher evaluation/professional development; program evaluation;
and various research techniques including bricolage. A national/international speaker, she and her
research group have developed studies and garnered over $35,000,000 in grant funding. She developed
the Hispanic Bilingual Gifted Screening Instrument and the Synergistic Leadership Theory. Dr. Irby, who
holds the Texas State University System Regents Professor since 2009, has several awards and honors
among which are Bilingual Research Journal Senior Reviewer 2012, AERA Educational Researcher
Reviewer 2010, AERA Research on Women and Education Information Age Publishing Legacy Award
2012, Editor of Mentoring and Tutoring Journal, Board of Reviewers for ELCC, and AERA Willystine
Goodsell Award 2005.
Dr. Jean Madsen received her PhD from the University of Kansas in 1986. She
was an assistant and associate professor at the University of Wisconsin-
Milwaukee. In 2000 Dr. Madsen joined the Texas A&M K-12 program as an
associate professor. In 2009, Jean applied for full professor which was granted.
Her areas of teaching focus on qualitative research both the introductory and the
advanced, proposal development, educational change and leadership and
diversity. Dr. Madsen was the K-12 program chair where she worked with her
faculty to make changes in both the PhD and EDD program from 2006-2008. She
has also served as the associate department head as well. Dr. Madsen has received two outstanding
research awards based on her work in the area of organizational diversity. These include the George Z.F.
Bereday Award for Outstanding Scholarly Article for 2003 from the Comparative Education Review
titled “Crossing Boundaries: African American Teachers in Suburban Schools”, Vol. 47, No. 1 and the
Emerald Literati Network 2012 Awards for Excellence Outstanding Paper Award Winner Li, J., &
Madsen, J. (2011) Business ethics and workplace guanxi in Chinese SOEs: A qualitative study, Journal
of Chinese Human Resource Management, 2 (2).
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Dr. Abelardo Saavedra received his Ph.D. (Education Administration) from the
University of Michigan in 1976. After a 36 year career in public education as a
teacher, principal, central office administrator and superintendent, Dr. Saavedra
joined the Department of Educational Administration and Human Resources at
Texas A&M University as a half time clinical professor in August 2010. Dr.
Saavedra teaches graduate level courses in school administration and supervises
principal interns and superintendent interns. He teaches courses in public school
finance and the superintendency. He serves as lead co-director for the
Administrative Leadership Institute (ALI). Dr. Saavedra also serves in the Tenure
and Promotion Clinical and Instructional Committee and is the convener for the department Climate and
Diversity Committee. In addition to his duties at Texas A&M University, Dr. Saavedra serves school
districts throughout the United States as a mentor/coach to administrators and superintendents and a
consultant in the areas of teacher effectiveness, school board training, board/superintendent relationships.
Dr. Mario S. Torres, Jr is associate professor of Educational Administration. Dr.
Torres earned his Ph.D. in Educational Administration from Penn State University,
University Park in 2003. Dr. Torres joined the Department of Educational
Administration and Human Resource Development at Texas A&M University in
2003. Dr. Torres teaches educational law, education politics, and applied quantitative
techniques for school leaders. Throughout his coursework, activities and projects
focus on making theory more applicable and meaningful to the realities of practice.
Dr. Torres’ research interests include elementary and secondary education law, where
he specializes in students’ Fourth Amendment rights, as well as the political and ethical implications
underlying school improvement policy. Dr. Torres has published in the field’s premier journals including
the Educational Administration Quarterly, Journal of Educational Administration, the Journal of School
Leadership, and Education and Urban Society and recently co-authored a book with John Hoyle entitled
Six Steps to Preparing Exemplary Principals and Superintendents: Leadership at its Best through
Rowman and Littlefield Education Press.
Dr. Gwendolyn Webb-Hasan received her doctorate from Illinois State University in
1994. She currently holds a joint appointment as an Associate Professor in
“Educational Administration and Human Resource Development,” and “Teaching,
Learning and Culture,” at Texas A&M University. She teaches classes in leadership
as well as curriculum and instruction (i.e. culturally responsive instructional
leadership. research epistemologies, special populations, community partnerships,
cross-cultural communication, analysis of teaching behavior, multicultural
education). She has received teaching awards from Texas A&M (1996) and the
University of Texas (2001), and was a Fish Camp honoree in 1996. She served as a
member of the Faculty Teaching Academy for the Center for Teaching Excellence (2008-2009). She was
also honored to receive the George Bush Excellence Award in Public Service in 2009. Her research
interests as an educator of administrators and teachers include (a) culturally responsive leadership; (b)
culturally respectful, relevant and responsive pedagogy; (c) culturally responsive teacher development;
(d) the disproportionate representation of African American learners in Special Education; (e)
instructional/motivational strategies; (f) the empowerment of families in the school context; and (g)
culturally responsive and effective classroom management designed to improve educational outcomes for
“all” students.
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K-12 Educational Administration Program
Program Overview
Vision, Mission and Goals The vision of the K-12 Educational Administration Program (K-12 EAP) within the
Department of Educational Administration and Human Resource Development (EAHR)
aligns with the College and Department vision of “We transform lives.” Specifically, the K-12
EAP’s mission is (a) to prepare leaders for public, charter, and private schools in Texas and the
nation and (b) to prepare individuals for research and/or teaching at a university, college,
institute, or educational agency.
The goal of the University’s Vision 2020 is to continue the academic evolution of Texas A&M
University that makes it one of the 10 best public universities in America by 2020. The K-
12 EAP program adopts that goal as a vision as well—to continue the academic evolution of the
program making it one of the top 10 programs in the United States by 2020.
Toward this vision, the graduate degree programs have been developed on the premise that
schools are growing more complex each year due to economic, social, political,
technological and global environments. As a result of these dramatic changes, the K12 EAP
faculty is dedicated to attracting, mentoring, and preparing the "best, brightest, and culturally
aware young leaders for key roles as superintendents, principals and university professors." To
reach these goals, the faculty must nurture educational change agents who can focus on
improving the technical core of teaching and learning and seek social justice for all students at
all levels of education. It is important that the program meets the challenges of integrating
theory and research as a resource that can be used to solve complex problems of
administrative practice. The faculty members believe that both the school practitioner and the
university professor must have skills in reflective practice and be prepared to integrate
reliable formal knowledge with clinical
knowledge, i.e., theoretical with craft
knowledge. Currently, K-12 EAP
certification and doctoral programs address proficiencies using the exit exams for the
principalship and the superintendency. Exit exams are based on the following:
• The benchmark standards from the Texas Education Code and actualized by the
Texas State Board of Educator Certification (SBEC).
• In addition the K-12 EAP faculty is familiar with and supports the knowledge,
skills, and dispositions required by the ISLLC and ELCC (though Texas is neither
an ISLLC or NCATE state, nor is TAMU a member of NCATE which houses the
ELCC).
•
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Intent of the Programs
The degree and certification programs through which students earn principal and
superintendent certificates are developed on the premise that schools are addressing changing
student demographics, scientific, technological, and ecological evolutions, accountability, and
culturally responsive instructional leadership. Individuals pursuing the Ph.D. are expected to
become professional researchers and scholars. The primary goal of the Ph.D. program is to
prepare university research personnel in the area of educational administration through (a)
conducting and critiquing research, (b) teaching graduate students in the discipline, (c)
presenting at national conferences, (d) writing and working on grants, journal boards, and state
and national boards, and (e) having manuscripts published. Individuals pursuing the Ed.D. are
expected to become professional scholar-school practitioners who can use data and culturally
responsive leadership skills to transform complex educational systems into student-centered
institutions of learning which result in high performing schools. The primary goal of the Ed.D.
program is to prepare scholar-school practitioners to (a) use data and leadership skills to
lead school districts through transformative change, (b) conduct and critique research and
policies, (c) conduct program evaluations, (d) present at state and national conferences, and (e)
disseminate practical research-based curriculum, leadership, and policy concepts via manuscript
submissions. All candidates will have a thorough understanding of inquiry and will be able to
conduct both quantitative and qualitative research and will be competent in research analysis,
synthesis, evaluation, and writing.
Administrative Structure
The administrative structure (Figure 1) in the Educational Administration and Human Resource
Department (EAHR) is led by a Department Head who has direct line authority to Associate
Department Heads who also serve as Chairs of each of the program areas. For K-12 EAP, in
terms of leadership, there is a Chair who serves the faculty and students in each program area.
Figure 1. Administrative structure for the department.
Department Head
Associate Department Head and Chair, Adult
Education
Associate Department Head and Chair, K-12
Educational
Administration
Associate Department Head
and Chair, Higher
Education
Administration
Undergraduate HRD/TCM Program Chair
SAAHE Program Director
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Department and Program Resources Program resources are considered in space, material resources, professional learning, time, and
funding. In terms of space, the program has adequate faculty and graduate students offices on the
fifth floor of the Harrington Tower. There are areas for small meetings within the Educational
Leadership Research Center (ELRC). Additionally, there is journal office space for three journals
that are housed in the program area. On the fourth floor, there is space provided for grant offices
and grant work rooms for graduate students.
In terms of material resources, the Department supplies ample working materials, such as office
and teaching supplies, for faculty members. Additionally, the Department provides graduate
students as research assistants for the faculty. Currently, in the Program area, there are four
additional graduate students funded under an I3 research grant and one under an IES grant. On
the fifth floor of Harrington, there is a computer research lab afforded to faculty and students
who are conducting research with statistical and qualitative packages. As well, on the seventh
floor of the Harrington Tower, there is a research lab available with assistance provided to
faculty (qualitative and quantitative); it is open all day and until 9:00 p.m.
For professional learning and teaching online courses, there are open online and face-to-face
trainings for faculty members. Additionally, there is training for Quality Matters within the
College of Education and Human Development (CEHD) that provides professional learning for
faculty members who are teaching online; a certification is offered in this program. Weekly,
there are numerous professional development opportunities from the CEHD and the University
related to teaching and research. The CEHD hosts the websites for the Department, Program, and
the Center.
In terms of time, the Program faculty members are engaged in teaching, research, and service.
Currently, there are four full-time tenure-line/tenured faculty members and one half-time clinical
faculty member. These numbers do not adequately serve the needs of the Masters and Doctoral
students in terms of mentoring, dissertation support, and teaching courses. Outstanding
practitioners in the field with terminal degrees have been hired as adjuncts for teaching specific
masters’ degree courses.
In terms of funding, the Department funds the Program’s affiliation with the University Council
of Educational Administration (UCEA) and the Plenum Representative. The Program funds via
indirect costs from research grants, the affiliation with the National Network of Partnership
Schools. Funding is supplied by the Program annually for the Administrative Leadership
Institute (ALI), which brings together superintendents, district level administrators, and
principals for an annual dialogue and presentations on the most pressing issues educational
issues.
Date of Last External Review
The program was last reviewed in 2006.
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K12 Program Analysis
Alignment of Department/Program strategic goals and priorities with institutional
goals and priorities. There is an alignment of Texas A&M University’s Vision 2020 to the
Department and Program. These goals have guided strategic planning for 10 years. The
overarching goal of the K-12 EAP is to provide students with the culturally responsible
leadership understandings and skills needed to develop and administer districts that are socially
just and to equitably serve all students to a high level of success while demonstrating the
following:
• Ethics both personally and professionally
• Instructional understandings and strategies that create high performing schools for a
diverse population of students
• Financial management skills
• An understanding of and the ability to use systems and organizational management to
achieve objectives
• The courage and understandings to engage in the policy and political issues that are
critical to successful change and innovation
• The knowledge and experiences with research that will strengthen the ability to
evaluate information and develop studies to determine appropriate courses of action
The Departmental Goals are as follows (Departmental Goals are listed first with an indented
listing of K-12 EAP Goals):
Increase external funding to support our research and students (Grants,
contracts, others)
o K-12 EAP: Increase external funding via grants with the U.S.
Department of Education and other national offices; foundations with various
private foundations, and contracts with private donors and the state agency
o K-12 EAP: Work via the ELRC to develop lecture series,
professional development series for districts, and grants and contracts
Enrollment Management (Undergraduate and Graduate)
o K-12 EAP: Complete at least 10% of doctoral students in Ed.D.
and Ph.D. combined programs annually
o K-12 EAP: Recruit and increase Masters Degree students in
cohorts (statewide and by district)
Increase in enrollment of students with diverse backgrounds (first
generation, underrepresented students, transfer students, non-traditional students,
state, nation, international) – Serve state, nation and the world.
o K-12 EAP: Specifically target students with diverse backgrounds
for the Masters and Doctoral Degree programs
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o K-12 EAP: Analyze curriculum for inclusion of culturally relevant
leadership components and practical application to schools today and of the
future
Increase use of technology mediated instruction
o K-12 EAP: Utilize the University LMS and specific technology-
mediated instruction to deliver instruction in the Masters Degree program
Offer quality online and on campus education
o K-12 EAP: Have faculty certified in Quality Matters (new program
for teaching online education with quality)
o K-12 EAP: Maintain above average student evaluations in the
program
Prepare our students for the professoriate
o K-12 EAP: Prepare specifically the Ph.D. candidates for the
professoriate
Improvements in the Program since APR and Results.
There are four major improvements since APR and results in 2006—(a) Standards alignment, (b)
differentiation between the Ed.D. and Ph.D programs, (c) a keen focus on social justice and
equity in the overall foundation and implementation of our program, and (d) the creation of the
Educational Leadership Research Center.
Standards alignment. The K-12 EAP faculty met to address how to encapsulate the
national and state standards for leading schools. The faculty members are guided by a growing
knowledge base that has been recorded in the research literature with benchmark
administrator preparation standards. The American Association of School Administrators
(AASA) in 1983 was the first effort at a common set of standards for principals and
superintendents. Our K-12 EAP was based on these standards and those by AASA for
superintendents only, National Association of Secondary School Principals (NASSP), National
Association of Elementary School Principals (NAESP), and the latest standards by the Interstate
School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent
Council (ELCC).
A parallel standards movement in Texas as required by the Texas Education Code for successful
performance on educator certification examinations is required for the issuance of a Texas
educator certificate. Many of the national standards are based on the original Texas Standards
for Principals and the Texas Standards for superintendents. The standards have been developed
into competencies and are measured by the TExES (Examination for the certification of
educators in Texas). The TExES Principal and Superintendent are criterion-referenced tests that
a student must pass in order to be certified in Texas. The TAMU K-12 EAP coursework is
aligned to the Texas standards for principals and superintendents and aligned with the
competencies for the TExES.
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Since 2008, the faculty applied a matrix in order to cross reference state and national
standards. The matrix consists of a cross between the State standards and our courses for
both the masters and doctoral students. The process included/s examining between course
content and student mastery of standards by comparing the course objectives, activities,
assessments, and readings to each of the standards and indicators. This process led to
developing new courses, the altering of existing ones and the re-design syllabi by the Texas
Principal and Superintendent Standards. While the Ed.D. doctoral program requires courses that
reach far beyond some of the minimum requirements to meet state and national standards they
remain centered on the major knowledge domains of the professional discipline of educational
administration.
Differentiation between the Ed.D. and the Ph.D. programs. The UCEA guidelines
were used to guide program differences for distinguishing between the Ed.D. and Ph.D.
programs. It is important to note these differences were applied to the program after the 2006
program review.
UCEA initiated program change initiatives with one common idea being three degrees (i.e.,
MEd, EdD, PhD), particularly when offered within a single institution. The K-12 EAP faculty
members agreed that there should be clearly distinguishable differences, such as in degree
objective, primary career intention, knowledge base, research methods, internship, and the
capstone experience. Table 1 highlights one way the faculty considered the key differences
among the three degrees in educational leadership.
Originally the Ph.D. program was established to prepare individuals for careers in either
scholarship or professional leadership. Recognizing the different needs of the two types of
individuals, the Ed.D. program was established to serve those professionals who foresaw
careers for themselves as leaders in educational institutions. It was determined that
reserving the Ph.D. for individuals who foresaw careers for themselves in higher education
institutions. In 2005, specific distinctions were made regarding the two different degrees,
and an important difference was made in the residency requirements for the two degrees.
Ph.D. candidates were required to serve two long semesters or one long semester and an
adjacent summer session in fulltime residency, with the provision that they could not work
outside the university more than half time. The prohibition against fulltime outside
employment has since been lifted, and students are able to the fulfill fulltime residency by
taking nine semester credit hours during a semester. The lines between the two programs are
have been made clearer in terms of degree objective, primary career intention, knowledge base,
and internship. The lines between the two continue needing to be clarified for the capstone
experiences. Another review of the primary intention of each type of program will continue to
be under discussion and clarification in 2013-2014.
Related to the time limitations faced by students' work schedules is a parallel problem for
professors’ workloads. Professors are trying to help students complete their degrees in a timely
manner. However K-12 EAP students encounter life events that affect their ability to complete
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their dissertations. For nearly 20 years, K-12 educators have been admitted into the Ed.D.
program in cohorts that tended to serve students in a limited geographical area and which kept
these students together through common course work and common preliminary examinations.
Cohorts have brought many excellent students into the program and have provided benefits of
collegiality and support to these busy professional educators who spent a limited amount of
residency time on campus. However, they have been a mixed blessing. One problem that has
been associated with cohorts has been that they have often required professors to travel to
distant sites to deliver instruction or conduct courses through interactive video, which, despite
noble efforts on the part of both students and professors, has proven not to be sufficiently
flexible as a replacement for face-to-face communication. However, with technological
advances since 2006 and advanced Learning Management Systems (LMS), professors have
begun to use such technology to enhance instruction and to communicate face-to-face over
distances. Certainly, because the nature of humans is to touch and read body language, most
professors and students would agree that technology is not an adequate substitute for face-to-
face student-professor interactions. However, based on students’ busy lives and distances to travel to
class, technology becomes the viable option for program delivery in today’s world. Further changes in
the doctoral program in terms of student support and in terms of meeting the needs of
today’s busy students, the faculty members have made changes to how they provide support
for fulltime students. The faculty members now only offer courses on several Saturdays
during the semester. This assists students with better planning between their job demands,
families, and schooling. Most of the courses are hybrid where students come to the
university or an established location in a school or agency for discussion, dialogue, and case
study or simulation about the content, then students complete much of the content of course
work online. This concept is in line with the flipped classroom model.
The faculty has temporarily stopped admissions to the Ed.D. program due to the loss of
faculty and due to the large number of students that were admitted when faculty members
were adequate in the program. The large number of students has not completed their degrees.
Currently the K-12 EAP faculty members are reviewing the timeframe of each doctoral
students.
The differentiation among the M.Ed., the Ed.D., and the Ph.D. is shown in Table 1. Table 1. Differentiation between the M.Ed., Ed.D., and Ph.D
M.Ed. Ed.D Ph.D.
Primary Career Intention Primary Career Intention Primary Career Intention
School level leadership positions (e.g.,
principal, assistant principal, facilitator, teacher leader).
Administrative leadership in educational
institutions or related organizations (e.g.,
superintendent, assistant superintendent, staff developer, curriculum director).
Scholarly practice, research, and/or
teaching at university, college, institute or educational agency.
Degree Objective Degree Objective Degree Objective
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Preparation of professional leaders
competent in providing leadership for
schools that supports the learning and development of all children.
Preparation of professional leaders
competent in identifying and solving
complex problems in education. Emphasis
is on developing thoughtful and reflective
practitioners.
Preparation of professional researchers,
scholars, or scholar practitioners. Develops
competence in conducting scholarship and
research that focuses on acquiring new
knowledge.
Knowledge Base Knowledge Base Knowledge Base
Develops and applies knowledge for
practice. Content themes are integrated
with practice with emphasis on application
of knowledge base. Coursework may be
delivered in cooperation with Departments of C&I.
Develops and applies knowledge for
practice. Research-based content themes
and theory are integrated with practice
with emphasis on application of
knowledge base.
Fosters theoretical and conceptual
knowledge. Content is investigative in
nature with an emphasis on understanding
the relationships to leadership practice and
policy.
Research Methods Research Methods Research Methods
Develops a basic understanding of research
to interpret research, use descriptive data
analysis skills, data-driven decision
making skills, and basic program
evaluation skills. Prepares candidates to conduct school-based action research.
Develops an overview and understanding
of research including data collection skills
for action research, program measurement,
and program evaluation. Could include
work in management statistics and analysis.
Courses are comparable to doctoral
courses in related disciplines. Courses
develop an understanding of inquiry, and
qualitative and quantitative research.
Developing competencies in research
design, analysis, synthesis and writing.
Internship Internship Internship
An appropriate internship or field
experience is designed to provide
candidates with an opportunity to apply
new knowledge and develop
administrative performance skills
appropriate for intended professional career.
A field internship or experience
appropriate for intended professional
career. Students demonstrate proficiency in
program evaluation as part of the experience.
Practical experiences required in both
college teaching and research.
Expectations that students will present at a professional conference.
Comprehensive Knowledge Assessment Comprehensive Knowledge Assessment Comprehensive Knowledge Assessment
Based on multiple sources, including a
knowledge and practice portfolio. Provides
evidence of ability to improve practice
based on knowledge and skills developed.
Written and oral assessments are used
(e.g., comprehensive exams). Knowledge
and practice portfolios provide evidence of
ability to improve practice based on theory
and research as well as demonstration of competencies.
Written and oral assessments are used to
evaluate an understanding of the
theoretical and conceptual knowledge in
the field, as well as its relevance to
practice and to evaluate competence in
conducting research to acquire new knowledge.
Capstone/Thesis Dissertation Dissertation
Well-designed action research project on a
substantive problem of educational
practice. Reflects theory or knowledge for addressing problems in applied settings.
Well-designed applied research of value
for informing educational practice.
Reflects theory or knowledge for
addressing decision-oriented problems in applied settings.
Original research illustrating a mastery of
competing theories with the clear goal of informing disciplinary knowledge.
Capstone/Thesis Committee Dissertation Committee Dissertation Committee
Faculty advisor and field supervisor(s)
confer regarding candidate’s action
research project, portfolio, course
performance and internship evaluation to determine readiness for practice.
Committee, including at least one
practicing professional in an area of
relevance to candidate’s program and
possibly faculty from other institutions, evaluate candidate’s applied research.
Composed primarily of active researchers
in areas relevant to students’ areas of
interest. Should include at least one faculty
member from a related discipline or from another institution.
Note: The format for the TAMU framework is based on the work of faculty at the University of Missouri-Columbia (ELPA, 2005)
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Focus on social justice and equity in the overall foundation and implementation of our
Master’s Degree program. Since 2006, the K-12 EAP faculty members reviewed the curriculum
to determine the infusion and a focus on culturally competent leadership, social justice, and
equity in the Master’ Degree program. Since that time, such components have permeated the
curriculum with an emphasis on practical application of such components in the field. A
continued alignment blended with practical application is necessary. The principal candidates
have fared well on their TExES examinations in terms of pass rates; therefore, the curriculum
appears to be aligned with the State Principal Standards and only a review is needed for
currency.
Creation of the Educational Leadership Research Center. The ELRC was created and
approved in 2010. Its intent is to conduct research, provide services on evaluations, provide
speaker series, apply for grants, develop collaboratives, and operate general activities that will
advance the field of leadership. Much of the activity in the ELRC has revolved around a major
grant since 2010. The K-12 EAP faculty members will be redefining the ELRC during this year
and determining the focus, updating the website, operating two journals from the Center,
conducting research from the Center, providing a speaker series, and writing grants from the
Center.
Academic Programs and Curricula
Programs Offered
The K-12 EAP offers a K-12 Master of Science (M.S.) and Master of Education (M.Ed.).
The Program also offers a Doctor of Education in Educational Administration and a Doctor
of Philosophy of Educational Administration.
K-12 Master of Science (MS.) and Master of Education (MEd)
A Master of Science or Master of Education in this specialization requires 36 credit hours of
instruction. The Master's degree has a proscribed list of courses for all 36 credit hours. This
program allows an individual to receive both a master's degree and complete the course
requirements for principal certification in the state of Texas. The curriculum for the 36-hour
master's degree is designed to meet the State Board for Educator Certification (SBEC) standards
for the principal certificate. Upon successful completion of the coursework, students are eligible
to register for the TExES exam. After a student has passed the TExES, he/she may apply for the
Texas principal certificate. It is the responsibility of the student to make application for
certification. This Master's degree is a cohort-based model. The next cohort deadline is
December 1, 2013.
Three credit hours in an internship are also required to be completed after a satisfactory score
is made on the TExES exam. The curriculum is based on the SBEC (State Board of
Education Certification) standards for the Principal Certification. In 2010 faculty met to move
to an online program. The intent was to compete statewide with other online classes. At this
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point in time, there are only three classes that are not online, but they are being worked on for
placement online/or hybrid. The faculty believed these were important classes that needed face
to face presentation. These hybrid classes meet several times a semester on Saturdays. Hence,
the online program is starting for its third year. See Table 2 for the Masters course sequence.
Table 2.
Masters Course Sequence (Current as of November 2010) Year 1- Fall
EDAD 639 Foundations of Educational Administration*
EDAD 605 The Principalship*
Year 1- Spring
EDAD 687 Principles of Professional Practice in Education *Culturally Responsive Leadership
EDAD 690 Applied Data Techniques*
Year 1- Summer
EDAD 635 Administration of Auxiliary Services*
EDAD 637 Administration of Change*
EDAD 624 Special Populationsº
Year 2- Fall
EDAD 609 Public School Law *
EDAD 638 Developing Culturally Responsive School and Community Partnershipsº
EDAD 684 Internshipº
Year 2- Spring
EDAD 608 School Finance and Budgeting*
EDAD 606 Instructional Leadership Development (Capstone Course)*
EDAD 684 Internship*
* Denotes online course º Denotes hybrid course
Masters WEAVE1 Outcomes
The K-12 EAP Masters’s Degree program is in progress because of the new changes to the
program. Program faculty members are in the process of examining outcomes for the online
program. The faculty plan to develop new standards for this year. The program meetings will be
devoted to aligning the curriculum to meet the set standards. Additionally, the K-12 EAP faculty
1 Texas A&M University has a university assessment center called WEAVE. The Office of
Institutional Assessment (assessment.tamu.edu) is responsible for assuring that all courses taught at Texas
A&M University meet certain requirements. One of those requirements is assuring that all courses are
objective based and outcome oriented and that there is sufficient evidence to support assessment of the
outcomes. The instrument which the university uses is Weave-Online. This system has been in place
for the last two years, so the K-12 program is based on additional indicators as well. The focus
of these items is to support program and university. Items were developed based on feedback
from program faculty. The program was recently put into practice. For the past two years
faculty are now examining the benefits of using WEAVE for programmatic changes.
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will determine what data need to be collected to measure the established learning outcomes. We
are also rethinking the process for portfolios, comprehensives, and internships.
Develop inquiry skills. Students in the educational administration Master’s program will
be able to acquire, critique, analyze, interpret, and synthesize pertinent information from the
educational administration literature; identify problems of practice and select tools, methods, and
approaches to solving practice based issues.
Demonstration of integrative learning. Students demonstrate integrative learning by
drawing linkages across curricula and disciplines to more fully understand and respond to
complex problems in research and practice Utilizing theories/concepts/ideas from multiple
disciplines, students through writing assignments and discussions demonstrate knowledge-based
responses to an array of complex practical and research problems Source of Evidence: Written
assignment(s), usually scored by a rubric. Program will consider using the rubric to assess
writing competency using masters portfolios. Also, the program will consider integrating the
rubric into course syllabi to stress writing quality. K-12 Doctor of Education The purpose of the K-12 Doctor of Education Degree is to prepare students for the
administration and management of publicly or privately supported institutions of elementary
and secondary education or to serve as educational administration faculty in higher education
institutions. The curriculum is based on the SBEC (State Board of Educator Certification)
Standards for the Superintendent Certificates. Texas superintendent certification requirements
stipulate 60 semester hours of graduate level administrator preparation, but mandate that one
currently holds a valid campus level certificate, which effectively reduces the formal
preparation component to an additional 15 credit hours beyond campus administrator
certification (45+15). After completing the appropriate coursework component, an internship
with a district level emphasis is required. The Doctorate in Education in this specialization
requires 69 credit hours of instruction, including the completion of a record of study. This
doctoral program requires 18 credit hours in core course work, 6 credit hours in an internship,
15 credit hours of course work in a specialization from within the Department, 12 credit hours
in support field course work, 6 credit hours of research methodology, and 13 credit hours in
research leading to the record of study. The 69-hour program, offered in a cohort model,
specializes in educational leadership providing students with culturally responsible leadership
understandings and the skills needed to develop and administer districts. Ed.D students must
have principal certification prior to being fully admitted into the graduate program.
The faculty members have made changes to how they provide support for full time students. K-
12 EAP now only offers courses on several Saturdays during the semester. This assists students
with better planning between their job demands and schooling. Most of the courses are hybrid
where students come to the university, then complete other course work online. While there is
less face to face with students, some faculty members meet with students using SKYPE or other
programs. Additionally, it is a planned cohort program. See Table 3 for the Ed.D. course
sequence.
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Table 3. Ed.D. Course Sequence Ed.D. Degree Plan
Year 1: Fall
EDAD 639: Foundations of Educational Administration
EHRD 651: Epistemology
Year 1: Spring
EDAD 690: Qualitative Research Methods I EDAD 625: Personnel Law
Year 1: Summer
EDAD 690: Statistics I
EDAD 690: Statistics II EDAD 623: Advanced Field Methods (Qualitative Research Methods II)
Year 2: Fall
EDAD 687: Principles of Professional Practice EDAD 653: Organizational Theory & Leadership
Year 2: Spring
EDAD 690: Proposal Preparation EDAD 620: Program Evaluation
Year 2: Summer
EDAD 615: Superintendency EDAD 630: Site-based Management of Schools (Instructional
Leadership)
Year 3: Fall
EDAD 651: Finance EDAD 688: Critical Issues
Year 3: Spring
EDAD 616: Staff Personnel EAD 652: Politics of Education
Year 3: Summer
EDAD 619: Urban Schools EDAD 684: Internship
Year 4: Fall
EDAD 692: Research (12 total hours to be completed over time)
Ed.D. WEAVE Outcomes
Students will develop leadership skills that promote intercultural awareness, respect,
and responsibility. Evidence students are benefitting from recently updated courses. Courses
have been modified to address current field needs such as changing student demographics in
schools, developing ways to enable teachers and leaders to cooperate in highly diverse
environments for improving instructional practices, dealing with issues of conflict, legal
understanding, etc. Measures of evidence include: Students in the Ed.D. program will acquire
leadership skills and knowledge to lead in diverse settings, function accordingly within a legal
and political context, design, implement, and evaluate policy, make legally appropriate personnel
decisions and choices, understand and manage organizational improvement, and adhere to local,
state, and national benchmarks for leadership quality. K-12: required projects include (a)
diversity plan, (b) cultural audit, (c) solving legal dilemmas, (d) leadership profile for leading
diverse groups, (e) internship related projects, (f) building awareness of underrepresented groups,
(g) performing cultural audits, (h) demonstration of integration of knowledge. Ninety percent of
Ed.D. students completed requirements successfully. Source of Evidence: Project, either
individual or group.
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Students will participate in professional activities to promote an ongoing professional
development. Most of our students are not engaged in a professional experience. Students are
encouraged to attend conferences and seminars through the Administrative Leadership Institute, TASA
meetings in Austin, UCEA, AERA. Program will encourage greater participation in national practitioner
based conferences such as NCPEA, ASCD, NASSP, EASP, ASAA. Students will participate in a greater
level at the ALI, taking on a greater role in the planning and execution of the program. The new program
advisory board consisting of area superintendents will provide guidance and insight into current
leadership challenges in public schools, as well as provide mentoring to our Ed.D. students. Ninety
percent of our students engaged in a professional experience. Students were encouraged to attend
conferences and seminars through the Administrative Leadership Institute, TASA meetings in
Austin, UCEA, AERA, in addition to professional experiences offered through their school
districts.
Demonstration of Integrative Learning: Students will participate in integrated learning
activities to draw linkages across disciplines to respond to complex problems. Utilizing
theories/concepts/ideas from multiple disciplines, students through writing assignments and
discussions demonstrate knowledge-based responses to an array of complex practical and
research problems. Program will encourage the application of distinct realms within social
science to address pressing leadership and policy problems via coursework, collaboration with
local school leaders, analysis of social change, etc. As students are required to take a proposal
development class and a literature review course, students are exposed to the canons of research
writing with a strong emphasis on integrating complimentary disciplines. Other courses such as
introduction to qualitative research require study of sample methods, which in turn addresses
multiple viewpoints. 95% of our students met this requirement.
K-12 Doctor of Philosophy This 72-hour program introduces students into a research tradition that values rigor, mentoring,
and a commitment to education and social justice. In addition to the coursework, individuals will
be expected to co-teach with the faculty advisor for at least two semesters. The Doctor of
Philosophy in this specialization requires 72 credit hours of instruction, including a dissertation
on a research topic of interest. This doctoral program requires 12 credit hours in core course
work, 21 credit hours in a specialization within the department, 21 credit hours in a support field
outside the department, 6 credit hours in research methodology, and 13 credit hours of
research leading to the dissertation. Not sure this reflects the Ph.D. The K-12 EAP faculty needs
to insure that Ph.D. students are prepared for university positions. We have not in the past
required Ph.D. students to go fulltime as there have been few GA opportunities. There also
needs more emphasis on providing more guidance and resources to these students to include
attendance at research conferences, research presentations and publishing opportunities. We also
need to work with students more with brown bags, research presentations and information on
preparing for the professorship. See Table 4 for the Ph.D. course sequence.
Table 4. Ph.D. Course Sequence (Minimum 72 Credit Hours Required)
_____________________________________________________________________________ Fall Semester Spring Semester Summer Semester
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Year 1
Epistemology
Quantitative Methods 1
Qualitative Methods 1
EDAD 639
Quantitative Methods 2
Qualitative Methods 2
EDAD 687
Year 2
Primary Intent:
Core knowledge &
Research Methods
EDAD 651
EDAD 653
Quant / Qual Methods 3
EDAD 652
Elective Course 1
Quant / Qual Methods 4
Elective Course 2
Year 3
Primary Intent:
Doctoral Cognate & Research Methods
Cognate Course 1
Cognate Course 2
Quant / Qual Methods 5
Cognate Course 3
Cognate Course 4
Elective Course 3
Proposal Development
Year 4
Primary Intent:
Dissertation
Dissertation
Ph.D Weave Learning Outcomes Assessment
Develop research and inquiry skills. Students in the K-12 EAP doctoral program will be
able to acquire, critique, analyze, interpret, and synthesize pertinent information from the
literature; conceptualize, articulate and select research questions; understand and identify tools,
methods, and approaches to ask and answer pertinent research questions. This past year over
half, 66%, of graduating Ph.D. students presented research at a conference. Sixty-six percent of
graduating Ph.D. students submitted a manuscript to a journal.
Nurture diverse capacities for scholarship and or practice. Depending on the student's
career path, students in the Educational Administration doctoral program are prepared to conduct
rigorous and practically significant research, teach in university settings, and in some cases
assume high level leadership positions within educational systems. For doctoral students
choosing the Ph.D., students will acquire an interdisciplinary knowledge base stressing sound
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research methodologies, leadership and management theory, cultural and social foundations,
policy theory, politics of education, and organizational theory.
Prepare students for diverse settings. Doctoral students in the Educational
Administration program will develop capacity to work effectively with and within diverse
groups. Students will develop the abilities and skills to evaluate and interpret competing
philosophical arguments and provide a forum where individuals can discuss and appreciate these
diverse philosophical viewpoints.
Institutional improvement and accountability. The educational administration program
prepares leaders to address achievement disparities in schools, junior colleges, and other post
secondary institutions in the areas of finance, equity and access and to lead effectively in
accountability contexts.
Program Curriculum and Duration in Comparison to Peer Programs
According to US News and World Report the EAHRD was ranked #25 in 2005. Comparable
universities included Arizona State University, the University of North Carolina, and the
University of Virginia (#22). In 2013, we ranked 22nd
on the list, so we continue to compete
with our peer institutions. We have moved up three places in the rankings where we are
compared to University of Washington, University of Virginia, and University of Missouri.
For this review, the faculty members examined several institutions that offer similar degrees such
as the Masters Degree, Ed.D and a Ph.D. These include Michigan State and the University of
Wisconsin-Madison. These are top ranked programs and are similar in program emphasis. As a
comparison Michigan State University offers a similar program. Their courses are similar in
nature and the number of hours. They offer a three-tiered program that focuses on organizational
implications with courses in political economy, analysis of educational systems, and
organizational learning. There is a strong emphasis in research where students are required to
take both introductory and advanced qualitative and quantitative studies. There last area there is
a focus on electives and students’ research interests. Texas A&M University K-12 Ph.D.
program is similar where students are encouraged to attend classes outside the department such
as their cognate and research area. However the program differs from that of Michigan State
University on the number of hours offered as well.
University of Wisconsin-Madison only has a Ph.D. program where the emphasis is on the
superintendent and preparing students for faculty positions. We also have similar goals as well
for our programs. At Texas A&M University the cohort model has been used for many years.
The K-12 EAP faculty members decided that if the program was to reach across the state, classes
would be offered only on Saturday. In comparison, the program has a focus on a social justice
perspective, but classes are also based on how to improve student achievement and how to
improve the discipline of Educational Administration. At Wisconsin there is an emphasis on a
District and School Leadership for Equity and Excellence. There are differences between the two
different programs is the completion time. The University of Wisconsin allows students to
defend their dissertation within three to four years. The TAMU K-12 EAP students can complete
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their coursework within the same amount of time. Both groups of students receive training in
qualitative and quantitative inquiry and analysis, and will be expected to develop a study design
for the dissertation that is appropriate to addressing their research questions.
Admissions Criteria (Doctoral Students)
The program uses a three-tiered process for identifying students. The Ph.D, Ed.D. and Masters
each have different criteria for admitting students. To ensure the selection of quality
students, the K-12 EAP has implemented a multicriteria matrix on which to base student
selection. This matrix consists of points assigned to each of the admission criteria.
The criteria for the Ph.D. program student's current degree, work experience, professional
contributions, recommendation letters, disaggregated quantitative and verbal Graduate
Record Exam (GRE) scores; GPR, and admission interview scores, including the student's
writing sample and presentation as well as discretionary points for extraordinary
accomplishments or potential. Perspective Ph.D. must also submit their GRE scores, and
provide a rationale for wanting to teach in higher education. We also encourage Ph.D. students
to come full time, become engaged in teaching and research on campus, and make efforts to be
available to the K-12 faculty.
Admissions Criteria
The Ph.D. program is designed to accommodate a relatively small number of students who
intend to build an academic career focused on conducting research in the multidisciplinary field
of education. Attempts will be made to limit net admissions to no more than 10 students per
year. Admission will be based on the following criteria:
• Application
• All undergraduate and graduate academic transcripts
• GRE Math, Verbal, and Writing scores
• Resume/Vita detailing education attainment, professional experiences, etc.
• Personal statement of academic and professional objectives
• Three (3) letters of recommendation: Recent graduates should have at least two letters
of recommendation from college or university faculty with whom they have studied. In addition,
students will be expected to have appropriate academic and professional experiences in
educational organizations or other policymaking entities. The faculty may decide to admit
students who do not meet these basic requirements if other evidence of the candidate’s excellent
academic potential for the program is available.
This admission process for the Ed.D. has evolved over the last several years and continues to
be reviewed and refined as the faculty of the K-12 EAP program area engages in ongoing
discussion related to the rigor of its student selection progress. Subsumed in these discussions
are the criteria for which interviewers are assigning discretionary points, the need for and
ability to discern a candidate's social justice consciousness, the necessity for inter-rater
reliability among the selection committee, and the challenge of admitting candidates who
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seem to have potential, but whose writing skills are not of the caliber expected at a major
research university.
The criteria for the Masters Degree program are in many ways similar to the Ed.D. We ask
potential students to complete a writing assignment and interview with program faculty.
Because the program is mostly online, we feel it is important for students to be adept about
working with technology. Online courses focus on SKYPE meetings, video lectures and so
forth. We are pleased that there has been a big interest in the program. This past year we
interviewed 28 students who came to Texas A&M for the quality of its online program.
Another important emphasis is on the recruitment and retention of demographically diverse
groups. With the shift of student demographics, it is important that the program focus on
recruitment and retention efforts. These efforts can be noted in the number of EDAD students
accepted from 2006-2012. For the masters program of the 662 students admitted 30% were
considered students of color. As for the doctoral program of the 1,498 students 41% were
students of color. While the focus has been on recruiting students of color, there needs to be
more emphasis on improving completion rates.
Number of Degrees Awarded The K-12 EAP has historically had a favorable reputation with respect to its sense of concern
and caring for the needs of its students. The K-12 EAP is dedicated to maintaining and·
expanding this student-centered approach to include more assistance with the placement of
graduates in successful professional positions as well as in faculty positions. The number of
Masters students who graduated from 2006-2012 was 85. During this time the faculty spent
considerable time revising the Masters program and developing the online program. Therefore,
the focus for the next several years will be to focus on growing the Masters Degree program.
Thus, the program hopes to increase the number of Masters students by a certain percentage
each year. It is also decided that we also offer a face to face, online, and hybrid Masters
program.
The Ed.D. program from 2006-2012 graduated a total of 41 students. Most of these students are
working full time and are attempting to juggle many challenges in their lives. For the past two
years we have not admitted students into the program. To date, the K-12 EAP have a large
number of students who are either in their prelim and proposal phase. When K-12 EAP lost
four faculty to out-of-state moves, it was decided to complete the students who are currently in
this program. Thus, Spring, 2014, the K-12 EAP will revisit the decision again about admitting
another cohort.
After the last program review, the faculty examined the differences between the Ph.D. and the
Ed.D. Faculty discussed how we would distinguish between the two degrees. Thus, we wanted
Ph.D students to focus on taking course outside the department, focus on a cognate area, and be
here full time. The intent of this program was to take small number of students, then work with
them in preparing them for the professorship. This includes co-teaching, grant application work,
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and working on research projects. At this point in time, the EDAD program graduated 279
students from 2006-2012. Table 5 indicates the degrees awarded.
Table 5. EDAD Academic Programs and Degrees Awarded
Degree
offered
Major Field of
Study 06-07 07-08 08-09 09-10 10-11 11-12
M.Ed. EDAD 12 7 27 10 20 8
M.S. EDAD 19 12 7 13 14 20
Ed.D. EDAD 11 11 5 4 3 7
Ph.D EDAD 14 20 16 15 14 14
Totals 46 50 39 42 51 49
Grand
Total
279
Average Time to Degree/Graduation Rates/Full Time Students
For the K-12 EAP doctoral programs, based on the statistics, the average time for completion of
degrees is 5.62 years. This number is computed based on the average time from when students
started in the program to when they graduated. It is estimated that the cohorts are useful in
providing a lock step process for completing coursework. However, once students complete this
coursework, they are on their own to complete prelims, orals, proposal defense. There are
additional burdens that students face. Over time, students have dropped from the program due
to family issues, job changes or other areas. Another problematic area is the number of students
who are working full time. Therefore, students who drop out before they get to prelims,
proposal and defense have had an impact on graduation rates. The K-12 EAP faculty members
are concerned with the completion rate; it seems that given the 10-year period out, the
completion rate is 43.7. This results in a high number of ABD students. The program faculty
will be developing solutions to address this issue related to completion rates. It was agreed not
to initiate an Ed.D. cohort until the large number of doctoral students are completed. The faculty
will examine the number of students who have not made progress for the last three years.
Academic Enhancements/High-Impact Opportunities for Students
Students in the Department, in both the Ed.D. and Ph.D. programs, are prepared for and
have opportunities to participate in research. The Department research course sequence was
redesigned three years ago and currently includes 18 hours of research methods that all
doctoral students take. This six-course sequence includes an introductory course in models
of epistemology arid inquiry, Stat I, Stat II, introductory qualitative methods, and two
advanced courses chosen by the student and her/his committee.
233 | P a g e
Further opportunities for student involvement in research are provided by individual faculty
members who co-present and co-author scholarly work with students. Texas A&M doctoral
students regularly present at the annual conventions of the major professional organizations
in our field, including UCEA, AASA, and AERA. Students are also involved as co-authors on
many of the journal articles,
monographs, and books authored
by program faculty members.
Students have published over the
years the following number of
papers: 2007-9; 2008-7; 2009-5;
2010-6; 2011-9; 2012-3
Figure 2. Graphic representation of
student publications
(Total- 39). Figure 2 shows these
numbers. Actually, there were in 2012, 66% of the Ph.D. students who presented at conferences
and submitted a manuscript for publication.
Faculty Profile
Core Faculty
The K-12 EAP Core Faculty have included the following during the 2006-2013 period.
1. Jean Madsen, Full Professor
2. Mario Torres, Associate Professor
3. Gwendolyn Webb Hasan, Associate Professor
4. Saavedra Abelardo (Clinical Professor)
5. Jim Scheurich, Full Professor (Left TAMU 2012)
6. Kathryn McKenzie, Associate Professor (Retired from College, 2012)
7. Venzant Chambers Terah, Assistant Professor (Left TAMU 2013)
8. Roger Goddard, Full Professor (Left TAMU College 2013)
9. Linda Skrla, Full Professor, now Professor Emerita (Retired from TAMU 2012)
10. Beverly Irby, Full Professor (Joined the Department, Fall 2013)
Publications in the Past Five Years
From 2007 to 2012, there were 73 publications by K-12 Educational Administration faculty
members. The number varies per year as indicated in Figure 3.
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22
14
1815
4
0
5
10
15
20
25
Number of Pubs
2008 2010 2012
3-D Column 1
3-D Column 2
3-D Column 3
3-D Column 4
3-D Column 5
External Grants
From 2007 to 2011, there were 32 external grants by K-12 Educational Administration faculty
members. The total amounts vary per year as indicated in Figure 4.
$580,354
$3,116,119
$2,364,179
$1,195,327
$0
$500,000
$1,000,000
$1,500,000
$2,000,000
$2,500,000
$3,000,000
$3,500,000
2007 2008 2009 2010
3-D Column 1
3-D Column 2
3-D Column 3
3-D Column 4
Figure 3. Publications by EdAD faculty.
Figure 4. External by K-12 EAP faculty.
235 | P a g e
Teaching Load
Each core teaching faculty member teaches for courses per academic year and has doctoral
student advisement and research for the remainder of the load. The faculty load for tenure track
and tenured faculty is 40% teaching, 40% research and 40% service.
Faculty Other than Core
Teaching Load
The one non-tenure track faculty member teaches a load of four courses each semester and
supervises student interns in the schools. He is on 50% appointment. The faculty member also
serves on dissertation committees as a member or co-chair.
Faculty’s Overall Performance
Based on the number of faculty members at a Research 1 institution and an average 2
publications per faculty, the faculty members’ publications would need to total at least 84; the
numbers are slightly below that number. The grant activity appears to have increased after 2007,
but then the activity began to decrease --based on the data that we have in the archives in the
CEHD database. Still the grant activity is positive in the program area and indicates promise for
garnering additional grants.
Student Profile
Doctoral Students
Enrollment, including % of Fulltime Students
Since 2008, the enrollment in the Ed.D. and Ph.D. programs have admitted 74 students. Table 6
includes the enrollment by year and degree for the K-12 EAP doctoral programs.
Table 6.
Enrollment of Fulltime Ed.D. and Ph.D. Students
Ed.D. Program Doctoral Students Ph.D. Program Doctoral Students
2008-2009 12 (3 went to Ph.D.,)
2009-2010 19 (4 went to Ph.D.; 4 left) 2 (1 dropped)
2010-2011 17 (3 left) 2
2011-2012 10 (3 left) + 8 in Lardeo 5 (2 dropped)
2012-2013 15 (3 left) 3 (1 deferred)
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Student/Faculty Ratio for Doctoral Program
The student faculty ratio in the K-12 EAP is as follows:
2006-2007: 9.13
2007-2008: 10.9
2008-2009: 13.11
2009-2010: 12.11
2010-2011: 15.3
2011-2012: 12.6
2012-2013: 9.7
During some years, the numbers were quite high due to the fact that two of the faculty members
during those times were fulltime administrators.
Student Certification Pass Rates
The Superintendent and Principal Certification pass rates are as follows since 2006 and based on
available data from the SBEC.
2006-2007
Superintendent Pass Rate: 91.7%
Tests Taken: 12
Tests Passed: 11
2007-2008
Superintendent Pass Rate: 100%
Tests Taken: 10
Tests Passed: 10
2008-2009
Superintendent
Pass Rate: 62.5%
Tests Taken: 8
Tests Passed: 5
2009-2010
Superintendent
Pass Rate: 87.5%
Tests Taken: 8
237 | P a g e
Tests Passed: 7
2010-2011
Superintendent
NO RECORD
2011-2012
Superintendent
Pass Rate: 100%
Tests Taken: 7
Tests Passed: 7
2006-2007
Principal Pass Rate: 100%
Tests Taken: 17
Tests Passed: 17
2007-2008
Principal Pass Rate: 100%
Tests Taken: 13
Tests Passed: 13
2008-2009
Principal
Pass Rate: 100%
Tests Taken: 17
Tests Passed: 17
2009-2010
Principal
Pass Rate: 100%
Tests Taken: 9
Tests Passed: 9
2010-2011
Principal
Pass Rate: 50%
Tests Taken: 2
Tests Passed: 1
2011-2012
Principal
Pass Rate: 100%
Tests Taken: 2
238 | P a g e
Tests Passed: 2 The Superintendent and Principal Certification exam rates for each Domain from 2009 to 2012
are noted in Table 7. Such information will be used to address the Standards and alignment
during the 2013-2014 academic year. This information also allows the faculty to review how
well the TAMU students are doing compared to the state.
Table 7.
Superintendent and Principal TExES Results by Domain Compared to the State. Test: 0064 - SUPERINTENDENT PARTS I AND II
2009-2010
Average Scaled Scores
Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 80 250 243.9 8 504
Domain I 33 245.6 242.8
Domain II 22 251.4 244.9
Domain III 25 248.8 243.6
2010-2011
Average Scaled Scores
Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 80 243.8 241.3 13 401
Domain I 33 242.5 240.3
Domain II 22 252.2 243.3
Domain III 25 238.1 241.5
2011-2012
Average Scaled Scores
Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 80 254 239 2 57
Average Percent Correct
Program Statewide
Domain I 33 91% 81%
Domain II 22 77% 76%
Domain III 25 80% 74%
Test: 0195 - SUPERINTENDENT
2010-2011
Average Scaled Scores
Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 80 268.3 256 3 281
Domain I 32 268 255.7
Domain II 24 268.3 257.4
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Domain III 24 258.7 254.7
Test: 1195 - SUPERINTENDENT
2011-2012
Average Scaled Scores
Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 80 262 255.9 6 528
Average Percent Correct
Program Statewide
Domain I 32 84% 81%
Domain II 23 82% 79%
Domain III 25 80% 75%
Test: 0068 - PRINCIPAL
2009-2010
Average Scaled Scores Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 100 254.4 244.9 10 6014
Domain I 33 256.4 244.1
Domain II 45 253.4 244.9
Domain III 23 247.5 245.1
2010-2011
Average Scaled Scores Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 100 207 241.8 1 2268
Domain I 33 233 241.5
Domain II 44 194 241.9
Domain III 23 217 242.7
2011-2012
Average Scaled Scores Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 100 238 240.2 2 1185
Average Percent Correct
Program Statewide
Domain I 33 69% 73%
Domain II 44 66% 71%
Domain III 23 80% 71%
Test: 1068 - PRINCIPAL
2010-2011
Average Scaled Scores Number of Examinees
Number of Questions Program Statewide Program Statewide
240 | P a g e
Interns. Interns in the program are placed in districts and are assigned a mentor. The
superintendent and principal candidates shadow the superintendent or principal and work with
the mentor to perform job-like activities. Evidence is shown in the Table 8.
Table 8.
Superintendent and Principal Internship Placements for 2011-12
Internships
Superintendent Interns Fall 2011/Spring 2012
Intern School District Mentor Lina E. Galena Park ISD Dr. Angi W. Rachel M. Spring Branch ISD Dr. Margie D. Toron W. Houston ISD Dr. Matha S. Nicole P. Sealy ISD Scott K. Jeff B. Alvin ISD Dr. Fred B. Bryan H. La Grange ISD Dr. Randy A. David K. Katy ISD Dr. Sharon B.
Total Test 100 241.9 245.9 11 4243
Domain I 33 244 244
Domain II 45 240.2 246.2
Domain III 23 242.7 245.8
2011-2012
Average Scaled Scores Number of Examinees
Number of Questions Program Statewide Program Statewide
Total Test 100 247.8 245.5 13 4669
Average Percent Correct
Program Statewide
Domain I 33 78% 76%
Domain II 44 77% 75%
Domain III 23 74% 74%
241 | P a g e
Karen M. Lamar CISD Dr. Thomas R. Shannon H. Lamar CISD Dr. Thomas R.
Principal Interns
Intern School District/ Mentor Semesters School Anne R. Northeast ISD/ Pita C. Spring/Summer Stahl Elementary 2012 Kelly G. College Station Kelly K. Fall 2011/ Pebble Creek Elem Spring 2012 Opal C. Anderson-Shiro ISD Erin R. Fall 2011/ Anderson-Shiro Jr/Hi Spring 2012 Shelly .E. College Station ISD Teresa K. Spring 2011/ Forest Ridge Elem Summer 2011
Faculty Evaluation Scores
The faculty evaluation scores for Spring, 2013, demonstrate that the graduate students perceive
the faculty members as effective teachers. Of the nine classes taught by the faculty members in
the Spring, 2013, the scores were above average on the TAMU faculty evaluation system at 4.39.
Concluding Observations
2006-2012
Many positive events for the K-12 EAP have occurred since the last review in 2006. First, the
three major program improvements that occurred have been significant. Those were: —(a)
standards alignment, (b) differentiation between the Ed.D. and Ph.D programs, and (c) a keen
focus on social justice and equity in the overall foundation and implementation of our program.
As for each of those, this is a continuous process. For example, standards change and are updated
with time. Standards are being once again reviewed and determined what is the best standards
alignment for the three programs: Masters, Ed.D., and Ph.D.
The improvement of the differentiation between the Ed.D. and Ph.D. programs was significant;
however, as indicated, the lines continue to be blurred. The faculty members have plans to
review the differences and similarities once more and to have a more clear demarcation between
the two in terms of goals, experiences, and the final performance event of the Record of Study
242 | P a g e
(Ed.D.) and the Dissertation (Ph.D.). Expectations for each will be explored. There are concerns
that Ph.D. students may not be prepared for Tier 1 institutions. The K-12 EAP faculty need to be
proactive in providing a mentoring environment in the form of brown bags, manuscript
submission and presentations. The program faculty members need to make efforts to recruit top
graduate students by getting funding through grants.
For the Ed.D. program, the faculty members have finalized a completion plan to insure that
students complete their degrees. There also needs to be a better transition between completion of
coursework and the dissertation process and a process of follow-up with the students. Problems
of students’ workloads and personal issues are things that are limited to control. Therefore,
further discussions and plans will be made as to how faculty finish doctoral students so they
present quality dissertations and insure that the state of Texas is provided with outstanding
principals and superintendents.
The other improvement since 2006 is the focus on social justice and culturally responsive
leadership. Though that improvement has been implemented in some of the courses, as the
standards are reviewed for the course, the K-12 EAP faculty members will also address this
consideration. Such inclusion is evident in most sets of standards that are promoted by the State
or national organizations.
During this period, we have tried to insure there was a clear delineation between the Ed.D. and
the Ph.D. program. While this has been done, a fine tuning of these two programs is still needed.
The Masters online program has been in place for two years. Thus, far it appears as if the
program is doing well. We have increased our numbers and it is beginning to be viewed as a
good solution for distance students. It also means that professors have less traveling across the
state and more time to spend mentoring students. It also is apparent that students are doing well
on the TExES licensure/certification exam.
The following are recommended improvements to the program:
Clearer delineation between the Ph.D. and the Ed.D. Major revisions were
made to course content, increased research standards and recruitment changes
Increased the number of students who present with faculty at first tiered
research presentations. There have been concerted efforts to encourage Ph.D. and
Ed.D. students to submit their proposals to such organizations.
Develop an Advisory Board for specific program areas
Develop follow-up graduate and employer surveys to assess success and
placements in leadership positions or university positions.
Determine how to measure dispositions of the students (not currently assessed)
Increase activity in the ELRC
Develop a recruitment plan for Masters degree and plan for controlled
enrollment in that degree as well as in the doctoral programs.
Access more external funding to support doctoral students.
243 | P a g e
There have been four faculty members who have left the University and the program since 2007
for various personal reasons; these exits have placed a heavy burden upon the faculty members
in terms of teaching load and student load for dissertations since only one clinical faculty has
been hired at 50% and one full professor was hired in fall 2013. Despite that, there are many
issues that are strengths of the K-12 EAP; however, the major strength is the commitment of the
faculty members to the students in the program and the commitment they have to the program
itself and to the Department, the College, and the University. They currently are working on
plans to address all issues noted in this report.
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SECTION 5
FACULTY AND STUDENT DEMOGRAPHICS, RESOURCES AND FACILITIES
245 | P a g e
FACULTY DEMOGRAPHICS
EAHR Faculty (2007-2012) Name Ethnicity Gender
Program Degree and
Institution
where degree
was earned
Rank Start Date/Current
Status
Lynham,
Susan
White F AEHRD PhD.,
University of
Minnesota
Associate Professor 1/1/2001
Left the in 2009
Chlup,
Dominque
White F AEHRD Ed.D., Harvard
University
Associate Professor 9/1/2004
Callahan,
Jamie
White F AEHRD Ed.D., Virginia
Tech
Associate Professor 9/1/2001
left in 2012
Skrla, Linda White F K-12 PhD.,
University of
Texas
Professor 9/1/1997
Retired in 2012
Madsen,
Jean
White F K-12 PhD.,
University of
Texas
Professor 9/1/2000
McKenzie,
Kathryn
White F K-12 PhD.,
University of
Texas
Associate Professor 9/1/2003 Retired
in 2012
Lincoln,
Yvonna
White F Higher
Education
Ed.D., Indiana
University
Distinguished
Professor
6/1/1991
Clark,
Carolyn
White F AEHRD PhD.,
University of
Georgia
Associate Professor 9/1/1991 Retired
in 2012
Stanley,
Christine
Black F Higher
Education
PhD., Texas
A&M
University
Professor 9/1/1999
Venzant,
Terah
Black F K-12 PhD.,
University of
Illinois, Urbana-
Champaign
Associate Professor 9/1/2007
Left in 2013
Webb-
Johnson,
Gwen
Black F K-12 Ed.D., Illinois
State University
Associate Professor 1/1/2005
Alfred,
Mary
Black F AEHRD PhD.,
University of
Texas
Professor 9/1/2006
Wang, Jia Asian F AEHRD PhD.,
University of
Georgia
Associate Professor 9/1/2007
Scheurich,
Jim
White M K-12 PhD., Ohio
State University
Professor 9/1/2004
Left in 2012
Hoyle, John White M K-12 PhD., Texas
A&M
University
Professor 9/1/1975 Retired,
Deceased
Egan, Toby White M AEHRD PhD.,
University of
Minnesota
Associate Professor 9/1/2001 Left in
2012
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Dooley,
Larry
White M AEHRD PhD., Texas
A&M
University
Associate Professor 9/1/1990
Cole, Bryan White M Higher
Education
PhD., Texas
A&M
University
Professor 9/1/1979 Retired
in 2011
Lechuga,
Vicente
Hispanic M Higher
Education
PhD.,
University of
Southern
California
Associate Professor 9/1/2005
Torres,
Mario
Hispanic M K-12 PhD.,
Pennsylvania
State University
Associate Professor 9/1/2003
Bonner,
Fred
Black M Higher
Education
Ed.D.,
University of
Arkansas
Associate Professor 9/1/2005Left in
2012
Rolle,
Anthony
Black M K-12 PhD., Indiana
University
Associate Professor 9/1/2006 Left in
2009
Nafukho,
Fred
Black M AEHRD PhD, Louisiana
State University
Associate Professor 9/1/2007
SANDLIN,
JUDY
White F AEHRD PhD, Texas
A&M
University
Clinical Associate
Professor
9/1/2007
MCLEAN,
GARY
White F AEHRD Ed.D.,
Columbia
University
Senior Professor 9/1/2007 Left in
2012
TOLSON,
HOMER
White M AEHRD PhD., Purdue
University
Senior Professor 9/1/2007
Guadalupe,
Gerarro
Hispanic F K12 Ed.D., Harvard
University
Clinical Assistant
Professor
7/1/2007 Left in
2009
PECK
PARROTT,
KELLI
White F Higher
Education
PhD. Bowling Clinical Associate
Professor
9/1/2006
GUNDY,
ANN
White F AEHRD PhD, Texas
A&M
University
Clinical Associate
Professor
9/1/2005
COLLIER,
VIRGINIA
White F K-12 Clinical Associate
Professor
9/1/2002 Retired
in 2009
ZELLNER,
LUANA
White F K-12 Clinical Associate
Professor
9/1/2001
Left in 2009
EAHR FACULTY HIRED (2007-2013)
Name Ethnicity Gender Program Degree and
Institution
where earned
Rank Start Date
and Current
Status
Lisa,
Baumgartner
White F AEHRD PhD.,
University of
Georgia
Associate
Professor
8/1/2013
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Michael
Beyerlein
White M AEHRD PhD.,
Colorado
State
University
Professor 8/1/2013
Chambers-
Venzant,
Terah
Black F K12 PhD.,
University
of Illinois,
Urbana-
Champaign
Associate
Professor
9/1/2007
Left in 2013
Charles
Farnsworth
White Clinical
Assistant
Professor
AEHRD PhD., Texas
A&M
University
Clinical
Assistant
Professor
2008
Deceased
Musoba,
Glenda
White F Higher
Education
Ph.D. Indiana
University Associate
Professor
8/1/2012
Beverly Irby White F K-12 Ed.D.,
Mississippi
State
University
Professor 9/1/2013
Priya Kurup Asian F AEHRD PhD., Texas
A&M
University
Clinical
Assistant
Professor
1/1/2012
Ponjuan,
Luis
Black M Higher
Education
Ph.D.
Michigan
State
University
Associate
Professor
8/1/2012
Machuma
(Helen)
Muyia
Black F AEHRD Ed.D.,
University
of Arkansas
Clinical
Associate
Professor
9/1/2009
Goddard,
Roger
White M K-12 Ph.D., Ohio
State
University
Professor 1/1/2009
Left Fall,
2013
Abelardo
Saaredra
White M Higher
Education
Ph.D.
Michigan
State
University
Clinical
Professor
9/1/2010
Guadalupe,
Gerarro
Hispanic F K12 Ed.D.,
Harvard
University
Clinical
Assistant
Professor
7/1/2007
Left in 2009
McLean,
Gary
White F AEHRD Ed. D.,
Columbia
University
Senior
Professor
9/1/2007
Left in 2012
Nafukho,
Fred
Black M AEHRD PhD,
Louisiana
State
University
Professor 9/1/2007
SANDLIN,
JUDY
White F AEHRD PhD, Texas
A&M
University
Clinical
Associate
Professor
9/1/2007
TOLSON,
HOMER
White M AEHRD PhD.,
Purdue
Senior
Professor
9/1/2007
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University
Wang, Jia Asian F HRD Associate
Professor
9/1/2007
Note: The department has hired 17 new faculty since 2007, 4 left the department and 1 is
deceased.
FACULTY EVALUATION
Summer 2013 Student Evaluation of Faculty
Code No. section Enrollment Response % Mean
CEHD 603 101 14 10 71.43 4.95
EDAD 615 300 11 7 63.64 4.96
EDAD 616 300 13 6 46.15 4.81
EDAD 623 300 23 13 56.52 4.72
EDAD 623 310 23 12 52.17 4.61
EDAD 624 700 12 3 25 4.67
EDAD 630 300 7 5 71.43 4.63
EDAD 635 700 11 4 36.36 4.72
EDAD 637 700 9 3 33.33 4.71
EDAD 669 100 13 8 61.54 4.8
EDAD 690 300 9 7 77.78 4.79
EDAD 690 700 15 5 33.33 3.85
EDAD 690 701 16 1 6.25 1.88
EHRD 303 700 36 10 27.78 4.58
EHRD 371 700 33 6 18.18 4.26
EHRD 372 700 25 8 32 4.36
EHRD 374 700 26 7 26.92 4.71
EHRD 405 700 30 7 23.33 4.29
EHRD 408 701 32 7 21.88 4.29
EHRD 473 700 13 5 38.46 3.73
EHRD 475 700 11 1 9.09 4
EHRD 481 300 11 7 63.64 4.3
EHRD 484 900 13 3 23.08 4.58
EHRD 484 950 41 11 26.83 4.13
EHRD 613 750 18 3 16.67 3.21
EHRD 618 750 22 7 31.82 4.11
EHRD 624 299 11 3 27.27 4.58
EHRD 624 700 11 3 27.27 4.08
EHRD 630 750 17 12 70.59 4.69
EHRD 690 100 11 9 81.82 4.86 Grand Mean 4.36
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The following items were used in the appraisal for faculty teaching. Mean scores are calculated on a 5
point basis: A=5, B=4, C=3, D=2, E=1. A = Strongly Agree, B = Agree, C = Undecided, D = Disagree
E = Strongly Disagree
Spring 2013 Student Evaluation of Faculty Teaching
Subject
Course
Sect
Enrollment
Responses
Response Rate %
Overall Mean
EDAD 601 600 14 9 64.29 4.32
EDAD 606 700 20 13 65 4.33
EDAD 608 700 19 13 68.42 4.74
EDAD 610 600 9 5 55.56 4.93
EDAD 611 601 12 5 41.67 4.3
EDAD 611 602 13 4 30.77 4.41
EDAD 617 600 15 9 60 3.93
EDAD 618 600 16 4 25 4.53
EDAD 620 600 15 15 100 4.86
EDAD 623 600 14 10 71.43 4.48
EDAD 625 600 12 6 50 4.48
EDAD 650 600 13 4 30.77 4.59
EDAD 652 600 19 12 63.16 4.28
EDAD 658 600 12 4 33.33 4.56
EDAD 670 600 13 4 30.77 4.88
EDAD 683 698 12 3 25 4.42
EDAD 683 699 11 1 9.09 5
EDAD 684 601 4 2 50 4.38
EDAD 684 602 8 2 25 4.5
EDAD 684 613 18 12 66.67 4.8
EDAD 684 614 11 7 63.64 3.96
EDAD 687 700 10 7 70 3.44
EDAD 690 602 15 9 60 4.58
EDAD 690 603 16 8 50 4.22
EDAD 690 604 13 11 84.62 4.61
EDAD 690 605 16 15 93.75 4.79
EDAD 690 700 7 6 85.71 4.5
EHRD 303 500 50 15 30 4.46
EHRD 303 501 33 12 36.36 4.66
EHRD 303 510 50 7 14 4.73
EHRD 303 511 33 6 18.18 4.81
EHRD 303 589 32 4 12.5 4.75
EHRD 303 599 32 10 31.25 4.85
EHRD 371 901 30 14 46.67 4.44
EHRD 371 902 28 9 32.14 4.6
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EHRD 371 920 29 10 34.48 4.44
EHRD 371 921 27 6 22.22 4.49
EHRD 371 931 27 3 11.11 4.35
EHRD 374 501 39 29 74.36 4.4
EHRD 374 502 41 15 36.59 3.65
EHRD 374 512 41 9 21.95 3.82
EHRD 374 589 35 11 31.43 4.69
EHRD 374 598 36 10 27.78 3.96
EHRD 374 599 35 15 42.86 4.76
EHRD 391 501 29 12 41.38 4.71
EHRD 391 502 38 12 31.58 4.59
EHRD 405 501 35 14 40 4.48
EHRD 405 511 35 6 17.14 4.54
EHRD 408 500 33 11 33.33 4.6
EHRD 408 501 28 11 39.29 4.15
EHRD 408 510 33 3 9.09 4.67
EHRD 408 511 28 6 21.43 4.21
EHRD 473 501 43 11 25.58 4.59
EHRD 473 511 43 5 11.63 4.9
EHRD 473 599 32 13 40.63 3.61
EHRD 475 500 19 10 52.63 3.75
EHRD 475 598 38 15 39.47 4.15
EHRD 475 599 36 9 25 3.96
EHRD 479 598 39 14 35.9 3.64
EHRD 479 599 36 8 22.22 3.94
EHRD 481 500 42 17 40.48 4.4
EHRD 491 501 34 13 38.24 4.45
EHRD 491 599 30 13 43.33 3.64
EHRD 603 699 10 5 50 4.53
EHRD 603 700 20 12 60 4.63
EHRD 612 600 26 20 76.92 4.58
EHRD 612 723 22 2 9.09 5
EHRD 613 699 12 6 50 4.29
EHRD 613 700 12 8 66.67 3.94
EHRD 614 699 12 9 75 4.17
EHRD 614 700 13 6 46.15 3.09
EHRD 616 699 10 5 50 4.38
EHRD 616 700 15 10 66.67 4.76
EHRD 625 600 25 22 88 4.7
EHRD 628 600 12 11 91.67 4.9
EHRD 630 699 9 7 77.78 4.98
EHRD 630 700 12 9 75 4.96
EHRD 690 601 15 12 80 4.81
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EHRD 690 605 19 15 78.95 4.81
EHRD 691 603 13 2 15.38 4.67
Grand Mean
4.44
Notes:
Salary Comparisons with peer institutions
University Full
Professors Associate
Professors Assistant Professors
U Illinois-Urbana-Champaign
$141,700 $91,100 $87,400
U Texas-Austin $144,000 $92,800 $86,000
U Georgia $109,400 $80,900 $76,200
Michigan St University $131,200 $90,900 $71,000
U California-Los Angeles $167,000 $110,000 $88,800
U California-Berkeley $158,900 $107,300 $94,700
Texas A&M University $122,200 $84,500 $75,600
U Wisconsin-Madison $118,800 $91,100 $77,500
U Florida $122,500 $81,100 $71,000
Ohio St U-Main $136,900 $92,000 $85,100
U Pennsylvania $187,000 $117,300 $116,200
U Michigan-Ann Arbor $148,700 $101,100 $88,800
U Minnesota-Twin Cities $134,300 $88,500 $81,800
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Ethnic Diversity of Tenure-Track Faculty in EAHR Department
Year Total Diverse Percent
TTR Faculty 2005 22 4 18%
2006 22 6 27%
2007 22 7 32%
2008 23 10 43%
2009 22 10 45%
2010 20 8 40%
2011 18 8 44%
2012 15 8 53%
2013 18 8 44%
Diversity for Tenured/ Tenure Track Faculty EAHR
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STUDENT DEMOGRAPHICS
Ethnic Diversity Undergraduate EAHR Students
Year Total Diverse Percent Females
2005 329 63 19% 187
2006 385 82 21% 227
2007 392 93 24% 238
2008 347 78 22% 178
2009 336 71 21% 195
2010 339 90 27% 185
2011 315 105 33% 177
2012 372 128 34% 207
Ethnic Diversity Undergraduate EAHR Students
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Ethnic Diversity EDAD Masters Students
EDAD Masters 2005 EDAD 88 20 30% 64
2006 EDAD 77 12 29% 53
2007 EDAD 83 25 34% 55
2008 EDAD 80 28 37% 49
2009 EDAD 79 26 36% 55
2010 EDAD 74 23 37% 51
2011EDAD 78 28 41% 50
2012 EDAD 66 30 43% 39
Year Total Diverse Percent Females
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Ethnic Diversity EHRD Masters Students EHRD Masters
Year Total Diverse Percent Females
2005 EHRD 60 8 30% 46
2006 EHRD 72 18 29% 56
2007 EHRD 70 17 34% 54
2008 EHRD 110 36 37% 77
2009 EHRD 89 28 36% 63
2010 EHRD 84 20 37% 60
2011EHRD 75 22 41%
51
2012 EHRD 77 19 43% 49
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Ethnic Diversity EHRD Masters Students
Ethnic Diversity EHRD Doctoral Students
EHRD Doctoral
2005 EHRD 107 40 37% 68
2006 EHRD 99 37 37% 67
2007 EHRD 88 37 42% 59
2008 EHRD 93 38 41% 61
2009 EHRD 96 39 41% 62
2010 EHRD 84 40 48% 55
2011 EHRD 81 38 47% 57
2012 EHRD 91 43 47% 59
Year Total Diverse Percent Females
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Ethnic Diversity EHRD Doctoral Students
Ethnic Diversity EDAD Doctoral Students
2005 EDAD 209 72 34% 123
2006 EDAD 205 66 32% 120
2007 EDAD 203 73 36% 123
2008 EDAD 197 75 38% 120
2009 EDAD 191 72 38% 107
2010 EDAD 173 78 45% 95
2011EDAD 162 74 46% 86
2012 EDAD 158 78 49% 86
Year Total Diverse Percent Females
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DEPARTMENTAL RESOUCES
The best resources that the department of Educational Administration and Human Resource
Development has are the talented students, faculty and staff. In addition, as noted elsewhere in
this report, department resources are considered in terms of human resources, space, material
resources, time invested in teaching and learning, and financial resources. To meet the goals and
priorities of the department, EAHR is fortunate in terms of space, since we have adequate faculty
and graduate students offices on the fifth floor of the Harrington Tower. Most of our classes are
offered in Harrington Tower. Undergraduate students mainly take classes in Harrington Tower
building while others take classes elsewhere on campus. The Texas Center for Advancement of
Literacy and Learning (TCALL) is located at the River Side Campus. The Higher Education
Program which has the Ruth Harrington Center and Houses the Journal of Qualitative Inquiry
has sufficient office space and a library on the fifth floor. In addition, there are areas for
meetings within the Educational Leadership Research Center (ELRC) and the Administrative
Leadership Institute (ALI). ELRC additionally has journal office space for three journals that are
housed in the K-12 Public School Administration program area. On the fourth floor, there is
space provided for grant offices and grant work rooms for graduate students.
In terms of material resources, the Department supplies ample working materials, such as office
and teaching supplies, for faculty members and graduate assistants. The Department also
provides graduate students as research assistants for the faculty as shown below.
Support for our Graduate Students 2012/2013 Academic Year
Number
Funded By Office Space
3 Technology GAs – support faculty teaching
online
EAHR Harington
2 GAs TCALL 1 TCALL, 1 TCALL &
Harrington
9 GTAs EAHR Harrington
3 GAs CEHD Strategic
Research Awards
Harrington
1 GA T& D Certificate
Program
Harrington
9 GAs Faculty External
Funding
Harrington
25 Scholarships Differential
Tuition Awarded
on need and merit
8 Tuition Support EAHR/CEHD Division of Student
Affairs
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Currently, in the K-12 Program area, there are four additional graduate students funded under an
I3 research grant and one under an IES grant. On the fifth floor of Harrington, there is a
computer research lab afforded to faculty and students who are conducting research with
statistical and qualitative packages. On the seventh floor of the Harrington Tower, there is a
research lab available with assistance provided to faculty (qualitative and quantitative); it is open
all day and until 9:00 p.m. or beyond in the case of the graduate student lab on fifth floor.
The department of Information and Technology Services (ITS), the Center for Teaching
Excellence at TAMU, the Technology Department in the College of Education and Human
Development provide numerous professional learning and teaching workshops and meetings for
faculty, staff and graduate students. There are open online and face-to-face trainings for faculty
members and graduate teaching assistants. Within the college there is a Virtual Instructor
Certificate Training and Online Quality Matters workshops offered to help faculty design and
successfully deliver online and blended courses. Weekly, there are numerous professional
development opportunities from the CEHD and the University related to teaching and research.
The CEHD hosts the websites for the Department, Academic Programs, Research Centers and
Institutes. The department uses Moodle and eCampus as the learning management systems
(LMS). The department has bought over 100 iPads to support virtual learning and working. For
example this fall, 46 undergraduate students enrolled Distance Learning online course have been
provided with iPads and another 46 students enrolled in the face to face section of the same
course have also been provided with iPads. The students are involved in a mobile learning
research and teaching project. All faculty in the department and staff have been provided with
iPads to support the teaching and learning processes.
In terms of time and human resources, EAHR faculty members are engaged in teaching,
research, and service while the staff in the main office and the academic advising staff are
committed to serving our students and helping them succeed in their studies. Currently, there are
sixteen tenured faculty, five full time clinical faculty one half-time clinical faculty and one
research associate. There three academic advising staff and 19 staff members serving in the main
office or in the centers and institutes, a total of 45 faculty and staff. As a department we face a
challenge in terms of adequately serving the needs of the masters and doctoral students in terms
of mentoring, dissertation support, and teaching courses. To help alleviate the teaching
challenge, several outstanding practitioners in the field with terminal degrees have been hired as
adjuncts for teaching specific undergraduate and masters’ degree courses as noted in the specific
academic program reports. In terms of financial resources, the Department is funded by state
dollars, differential tuition, one endowed professorship, instructional enhancement fees, and
funding obtained through grants and contracts. The Table below provides the main sources of
state, tuition and fees related funding for the four fiscal years (2010, 2011, 2012 and 2013.
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Financial Resources
2012-2013 2011-2012 2010-2011 2009-2010
131503 - Educational Administration and Human
Resource Development
$ 2,216,652.00 $ 2,318,083.00 $ 2,361,879.00
$ 2,819,906.00
Faculty Salaries
$ 1,882,090.00 $ 1,974,910.00 $ 2,107,480.00
$ 2,492,318.00
Staff Salaries
$ 334,562.00 $ 343,173.00 $ 254,399.00 $ 327,588.00
131519 - Graduate Tuition Utilization
$ 148,144.00 $ 145,195.00 $ 141,087.00 $ 185,487.55
Graduate Assistant & Student Salaries
$ 148,144.00 $ 145,195.00 $ 141,087.00 $ 185,487.55
237038/289340 - UAF - Educational Administration and
Human Resource Development - new funding 2010-
2011
$ 39,737.00 $ 80,875.00 $ 65,886.00 $ -
Advising Staff Salaries
$ 39,737.00 $ 80,875.00 $ - $ -
241303 - Educational Administration and Human
Resource Development
$ 81,136.00 $ 95,045.00 $ 99,229.00
$ 117,261.31
Miscellaneous Operating Cost (computer equipment, office supplies, postal, software, etc.)
$ 29,551.00 $ 58,484.00 $ 31,067.00 $ 24,108.58
Professional Development - Faculty
$ 14,195.00 $ 18,700.00 $ 10,057.00 $ 26,060.70
Professional Development - Staff
$ 3,500.00 $ - $ 3,500.00 $ -
Program Support
$ 4,000.00 $ - $ 9,017.00 $ 8,128.66
Telecommunications
$ 15,338.00 $ 17,861.00 $ 22,803.00 $ 33,496.30
Xerox Copiers
$ 14,552.00 $ - $ 17,853.00 $ 25,467.07
225590 - Instructional Enhancement Fee
$ 361,000.00 $ 329,361.00 $ 293,234.00
$ 241,683.46
Graduate Assistant & Student Salaries
$ 267,178.00 $ 241,327.00 $ 208,309.00 $ 205,181.96 Miscellaneous Operating Cost (office supplies, software, computer equipment etc.)
$ 57,041.00 $ 62,209.00 $ 70,943.00 $ 23,159.97
Program Support
$ 11,941.00 $ 12,670.00 $ 8,101.00
Travel - Student
$ 24,840.00 $ 13,155.00 $ 5,881.00 $ 13,341.53
239030 - Differential Tuition - Distance Education - new
funding 2010-2011
$ 240,363.00
$ 2,589,149.00
$ 81,360.00
Salaries - Adjunct and Graduate Assistant
$ 224,549.00 $ 253,000.00 $ 80,209.00 $ 205,181.96
Travel - Faculty
$ 10,931.00 $ 5,141.00 $ 1,151.00 $ -
Miscellaneous Operating Cost
$ 4,883.00 $ 1,008.00 $ - $ 23,159.97
248085 - Graduate Tuition - new funding 2011-2012
$ 99,229.00 $ 94,287.00 $ -
Tuition support for graduate assistants
291117 - Strategic Reallocation Support - new funding
2012-2013
$ 18,000.00 $ - $ -
32057 - R. Harrington Chair in Educational Leadership $ 91,058.20 $ 77,392.38 $ 72,237.06
511296 - Journal of Qualitative Handbook $ 7,500.00 $ 12,500.00 $ 10,000.00 $ 10,000.00
553219 - HRD Review Journal $ 12,025.00 $ 5,000.00 $ - $ -
553214 - Educational Administration Quarterly $ 12,500.00 $ 25,000.00 $ 25,000.00 $ 25,000.00
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EAHR FACILITIES
Room 569
Room 575
Room 616
Room 617
Room 558 Graduate Student Office
Room 513 Faculty Office
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Room 511 Departmental Main Office
Room 511D Small Conference Area
Room 549 Faculty Office Room 557 Faculty Office
Room 533 Faculty Office
Mobile learning Project
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Education Leadership Research Center (Rooms 530, 447, 448, 449 and 450)
Student Computing Labs Graduate Student Lab Room 508 Undergraduate Student Lab
Room 520
Offices of Academic Advising Suite 112 Heaton Hall Mobile learning class project
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Harrington Tower Fifth Floor Plan
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S E C T I O N 6
F A C U L T Y P E R F O R M A N C E E V A L U A T I O N S, P R O M O T I O N A N D
T E N U R E A N D C V ’ S A N D P U B L I C A T I O N S
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EAHR TENURE TRACK AND TENURED FACULTY MERIT
EVALUATIONS
Revised 8/27//2012
Department of Educational Administration and
Human Resource Development
A-1 Performance Report
[The comments in red are meant to assist you in completing your A1 in a way that maximizes
your merit and that helps everyone to equally understand what is expected with the A1. Please
feel to contact Fredrick Nafukho, [email protected], if you have any specific questions.]
[This A1 covers all productivity in teaching, research, and service starting 1/1/12 and ending
12/31/12]
Name Rank Academic Year
Weighted Scholarship Distr. Tchng Res Svc
[This weighting above is critically important. If you indicate 40% or more for research, you
need to meet all of the department’s benchmarks in research. If you indicate that your teaching
is more than 40%, you need to be teaching extra courses, i.e., beyond the two each regular
semester. All assistant professors must list 40% or more on research. 40-40-20 is the most
common choice.]
As part of the annual faculty evaluation, each department head must collect from faculty a self-report on
issues of safety and training compliance. Therefore, each faculty member must address the following
three requirements before the annual A-1 evaluation can be considered. In addition, a faculty
member who has not completed all TAMU required training will not receive a satisfactory rating
and will, therefore, not be considered for merit.
1. Training Requirements
Faculty members should complete all training activities that are required by the university, college, or
department. Select the appropriate statement below:
_________I have completed all TAMU required training.
_________I have not completed all TAMU required training. (Explain)
2. Safety and the Teaching Environment
While faculty members are not required to mitigate safety concerns in the normal utilization of the room
where they are assigned to teach and the utilization of the standard equipment in the room, they are
expected to report any observations of the teaching environment that seem to present a safety hazard.
Select the appropriate statement below:
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__________There were no safety concerns in the normal utilization of the room where I was assigned to
teach and the utilization of the standard equipment in that room.
__________There were some safety concerns in the normal utilization of the room and/or the equipment,
and I reported them to the department head, his/her designee, or the appropriate building proctor.
(Explain)
3. Safety and the Research Environment.
Faculty members are expected to reasonably mitigate safety concerns in the environments they
have been assigned as the lead researcher and to comply with the Institutional Review Board for human
subjects
Select the appropriate response(s)
_______Where I was the principal investigator of a research project, I experienced no safety concerns.
_______Where I was the principal investigator of a research project, there were some minor safety
concerns which were of low impact and low frequency. (Explain)
________Where I was the principal investigator of a research project, I was in strict compliance with the
Institutional Review Board for human subjects.
________Where I was the principal investigator of a research project, I or one or more co-investigators
were found to be out of compliance with the Institutional Review Board for human subjects. (Explain)
I. SCHOLARSHIP OF TEACHING
Faculty Member's Statement on Impact of Her/His Teaching Productivity.
[“Impact” statement here means a statement on what impact or effects you believe your teaching
and all of your teaching-related activities had during the period covered by this A1. “Activities
related” to your teaching include dissertation work, student advising, teaching grants, teaching
awards, etc. Please provide no more than a one-page, single spaced statement. ]
EXPECTED PRODUCTIVITY
A. Instructional Activities during Reporting Year
*1. Teaching Course Load
Semester
Course No.
Credit Hours
Per Course
No. Students
Fall
Spring
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Summer
*2. Variable Credit Instructional Activities (Expected in 4th
-6th
year of service)
(NOTE: General department benchmark is 55 variable credit hours per year of
full employment based on a two-year average, e.g., EDAD/EHRD 484, 485, 682, 683,
684, 685, 691 and 692 course hours.)
[Please contact Joyce to get your correct number below.]
Semester Course No. Total Credit Hours No. Students
Fall
Spring
Summer
*3. Chair/Co-Chair Dissertation/Record of Study Committees (Not expected during
1st year) (Note: Departmental benchmark is 7 doctoral students per year chaired/co-chaired.)
(List total number of committees and whether chair or co-chair or insert "None".)
[This is one of the few benchmark variables in the EAHR A1. Failing to make a benchmark
variable in any area, means no merit for the year. Unless you are an assistant professor, to meet
expectations in the teaching area, you must chair or co-chair a minimum of 7 dissertations.
Assistant professors should start slowly and be at the benchmark by the time you go up for
promotion. Allowances can be made for Associates or Fulls who have freshly arrived from an
institution with lower expectations or a heavy teaching load institution or for a faculty member
with a major administrative assignment or for special circumstances. If you are claiming one of
these exceptions, please explain immediately below this note.]
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Special circumstances, if any:
[Please place an “X” to the left of the names of the ones you have had any active contact with
during the 2012 calendar year covered by this A1 so our Advisors will know which students are
currently active.]
Name
Prelims Graduated?
Completed Date
3A. Please list those who graduated with their Ph.D. or Ed.D. during the year covered
by
this A1.
Name
Semester Actually Graduated
Chair, Masters Committee
(Note: General departmental benchmark is 2 students per year.)
[Although the Department benchmark is 2, since not all programs have sufficient masters
committees, none is needed to meet expectations. However, the number of masters committees
you do chair will add your merit points.]
Name
Graduated ?
Date
5. Membership on Graduate Committees (Not expected during 1st year)
(List student committees and identify as master's or doctoral, including names of students
who graduated this reporting year or insert "None".)
[The Dept. benchmark is 7 masters and/or doctoral committees, not counting the ones you chair.
Assistant professors should start slowly and be at 7 by the time they go up for promotion.]
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Name Doct/Mast
Prelims Graduated ?
Completed Date
Member, Doctoral Committees:
Member, Master’s Committees:
Undergraduate Advising
[Please list students’ names.]
Student Evaluations of Teaching
Benchmark
(Attach summaries of Department student evaluations at the end of report. The
Benchmark mean scores for a face-to-face course is 4.0 and 3.5 for an online course on a 1-
5 Likert scale).
**8. Authored Teaching Grant and Contract Proposals ** (NOTE: Authorship of one of
the following: research, teaching/program development or service grant/contract proposal
over a 3-year period is required of expected productivity)
[This category is different from any other category on the A1. This category is listed under all
three areas, Teaching, Research, and Service. If you submitted (does not have to be awarded) a
grant, ANY grant, in ANY of the three areas, it counts in all three areas—Teaching, Research,
and Service—on your A1. You need to list the type of grant it was (Teaching, Research, or
Service) and the year the grant was submitted, as this benchmark is focused on the last three
years, 9/1/09-8/31/10, 9/1/10-12/31/11, and 1/1/12-12/31/12. Assistant professors are not
expected to apply for grants immediately upon joining the Dept. However, assistant professors
should be demonstrating efforts to secure grants by the time they go up for promotion.]
(List each teaching grant/contract proposal separately and include all investigators, title of the
grant, granting agency, inclusive dates, and total amount for each grant or contract.)
Identify as "in review", "funded", or "unfunded" or insert "None".
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*Greater than expected productivity in this domain is identified as an indicator for
meritorious productivity. [This means that if you exceed the benchmark or standard in these
areas, it means you are exceeding expectations, and it increases your merit points.]
** Funded research grants qualify as an indicator for meritorious productivity.
Additional Indicators of Meritorious Teaching Productivity
[Additional indicators are a source of merit points. You should list everything that is legitimate
for each category. Some “additional indicators” allow you to repeat activities listed above. For
example, #1 below may have been included in a prior category, but you will repeat it and
describe how it specifically relates to interdisciplinary or multidisciplinary collaboration. Please
clearly differentiate each activity below within a single area by bulleting each one so it is easy to
understand how many activities you had within each part below, as the number of activities you
have relates to merit points. Please note that multidisciplinary and interdisciplinary
collaborations, internationalization, and diversity will appear in all three areas of Teaching,
Research, and Service]
Interdisciplinary and multidisciplinary collaborations (Examples: designing and or
teaching interdisciplinary courses; team teaching with colleagues from other disciplines;
guest lecturing in other disciplines or at other institutions; designing programs involving
one or more other disciplines or institutions; submitting teaching grant proposals with
colleagues from other disciplines or institutions; providing internship experiences for
students, etc)
Enhancing diversity (List activities at enhancing students’ knowledge of disparities and
differences experienced by diverse groups and building the skills necessary to live and
work with people of diverse cultures.)
Internationalization of program, curricula, and pedagogy (List efforts to bring an
international dimension to the program, curricula, and teaching practices. These may
include study abroad courses and programs; teacher/student exchanges; expanding the
curricula by incorporating global and international issues; using students and faculty from
other cultures as guest speakers; self-improvement through professional development
activities, etc.)
Funded Teaching Grants
5. Guest Lecturing/Invited Teaching
6. Innovations in teaching (Examples: course Web site, incorporation of student Web sites,
class related chat room; systematic use of power point. Non-tech example: portfolio assessment,
incorporation of international perspectives, strong evidence of multicultural infusions.)
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7. Faculty Development Activities (Participation in workshops and/or conferences on teaching, external consultation of teaching,
etc.)
8. Formal teaching award (Please provide description and name of each award.)
9. Graduate Student Support, non-credit (Applies to securing financial support and
assistantships for graduate students from funding sources other than departmental.)
10. Other Teaching Activities
(Please explain and justify in terms of role. Do not include activities listed above)
II. SCHOLARSHIP OF DISCOVERY, INTEGRATION (SYNTHESIS), AND EVALUATION
Faculty Member's Statement on Impact of Her/His Research Productivity.
[“Impact” statement here means a statement on what impact or effects you believe your research
and all of your research-related activities had on various relevant audiences, such as your
colleagues nationally or on practitioners, during the period covered by this A1. Please provide
no more than a one-page statement. ]
A. Research Activities during Reporting Year
EXPECTED PRODUCTIVITY
Refereed Publication (NOTE: General departmental benchmark is one refereed
publication and one other publication per year.)
[This is an EAHR benchmark variable. Failure to match or exceed this variable, given your
teaching-research-service percentage commitments for last year, will mean no merit, according
to the Dean.]
1 and 2 below will be based on a three year rolling average. The rolling average starts with
September 1, 2008-December 31, 2011 school year.
*1. Refereed (peer-reviewed) research article publications (NOTE: Department
benchmark is 1 refereed journal publication per year.)
[Any peer-reviewed articles may be listed only after they have been finally accepted for
publication, including what is often called “in press.” Thus, those “in press” can count, but not
those being reviewed. Please, though, do not list any publication for more than one year, even
though it may actually appear imprint in a subsequent year. Please include all reference
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information below because this list will be used in multiple ways by the Department and
College.]
List below Refereed Publications published or in press for 9/1/09 through 8/31/10.
List below Refereed Publications published or in press for 9/1/10 through 12/31/11.
List below Refereed Publications published or in press for 1/1/12 through 12/31/12.
*2. Other Publications (texts, text chapters, conference proceedings, non-refereed
journal publications, etc.) (NOTE: Department benchmark is 1 other publication per
year.)
[This is an EAHR benchmark variable. Failure to match or exceed this variable, given your
teaching-research-service percentage commitments for last year, will mean no merit]
[Please list all non-peer-reviewed publications here. Also, see “rolling average” note above under
“A” as it applies additionally to this category.]
List below all Non-Peer-Reviewed Publications published or in press for 9/1/09 through 8/31/10.
List below all Non-Peer-Reviewed Publications published or in press for 9/1/10 through
12/31/11.
List below all Non-Peer-Reviewed Publications published or in press for 1/1/12 through
12/31/12.
*3. Refereed Presentation (NOTE: General departmental benchmark is one refereed
conference presentation per year)
[Please include all refereed conference presentations here, and please include complete
reference information, as this information will be used in various ways by the Department and
College.]
**4. Authored Research Grant and Contract Proposals (NOTE: Authorship of one of the
following: research, teaching/program development or service grant/contract proposal over
a 3-year period is required of expected productivity)
[This category is different from any other category on the A1. This category is listed under all
three areas, Teaching, Research, and Service. If you submitted a grant, ANY grant, in ANY of
the three areas, it counts in all three areas—Teaching, Research, and Service—on your A1. You
need to list the type of grant it was (Teaching, Research, or Service) and the year the grant was
submitted, as this benchmark is focused on the last three years, 9/1/10-8/31/11, 9/1/10-12/31/11,
and 1/1/12-12/31/12. Assistant professors are now expected to do this especially after their
successful third year review. Assistant professors should be demonstrating efforts to secure
grants by the time they go up for promotion.]
(List each research grant/contract proposal separately and include all investigators,
title of the grant, granting agency, inclusive dates, and total amount for each grant or
contract.)
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Identify as "in review", "funded", or "unfunded" or insert "None".
*Greater than expected productivity in this domain is identified as an indicator for
meritorious productivity. ** Funded research grants qualify as an indicator for meritorious productivity.
Additional Indicators of Meritorious Research Productivity
[Additional indicators are a source of merit points. You should list everything that is legitimate
for each category. Some “additional indicators” allow you to repeat activities listed above. For
example, #1 below is one in which you can repeat publications listed above. Please bullet each
activity below so multiple activities within any single category can be easily distinguished.
Please give complete reference information on all published items below. Also, please list all
appropriate activities as these activities relate to merit points.]
Interdisciplinary and multidisciplinary collaborations (List scholarly activities that involve
collaborations with colleagues/students across disciplines, institutions, nations, etc that
resulted in the creation and dissemination of knowledge) These can include refereed
articles, books, chapters, grants, presentations, etc)
Enhancing diversity (List scholarly activities at enhancing students’ knowledge of
disparities and differences experienced by diverse groups and building skills necessary to
live and work with people of diverse cultures. See examples in Item 1)
Internationalization and Globalization (List scholarly efforts at creating and disseminating
knowledge on international and global issues. See examples in item 1)
4. Any Peer-reviewed articles
Any Publication in High-impact Practitioner Journals or Invited Journal Articles
Funded Research Contract/Grant
Dissertation Publishing with Student
Publishing/Presenting with Student: (Differentiate between dissertation-related and non-
dissertation-related)
6. Conference Proceedings
7. Non-peer-reviewed Journal Articles
8. Technical Reports
9. Books
10. Editing a Book/Monograph
11. Book Chapters
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12. Book Reviews in Professional Journals
13. ERIC Submission
14. Training Manual Development
15. Newspaper Article or Editorial
16. Invited Presentations
17. Peer-reviewed Conference Presentations
18. Other Presentations
19. Unfunded Research Grants/Contracts [Please provide details.]
20. Dissemination of Research through Alternative Media [Please provide details.]
21. Student scholarship or dissertation award
22. Student Research Award 23. Other Research Activities (Identify and justify in terms of role)
III. SCHOLARSHIP OF APPLICATION: Professional and Discipline--
Institutional Governance, Institutional Citizenship, and Service Activities:
Faculty Member's Statement on Impact of Her/His Service Productivity.
[“Impact” statement here means a statement on what impact or effects you believe your service
and all of your service-related activities had on relevant audiences during the period covered by
this A1. “Activities related” to your service include dissertation work, student advising, teaching
grants, teaching awards, etc. Please provide no more than a one-page statement. ]
A. Service Activities during Reporting Year
EXPECTED PRODUCTIVITY
[There is a benchmark for “meeting expectations” in service as of the faculty meeting,
9/6/06. The new benchmark for assistant professors is a minimum of one participation on a
program, department, college, university, state, or national committee, an officer in a state
or national organization, an editorship, or a membership on an editorial board. The new
benchmark for associate and full professors is two of the same possibilities as listed for
assistant professors.]
Regularly attends and participates in Department and Program Area meetings.
[Please indicate approximately what percentage, separately, of both department and program
area meetings you attended. However, this has nothing to do with merit. We typically run high
percentages of attendance, and having data on this is useful in Dean’s meetings as some
Departments have problems with attendance.]
2. Service on Program, Departmental, College, and University Committees
(List each committee separately and give specific details or insert "None".)
3. Meets Annual Faculty Reporting Requirements
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(i.e., A-1, updated vita, and course syllabi submitted by department deadlines
a. Please indicate date that a completed A1 was submitted.
b. Please indicate (yes/no) whether you submitted a long vita with your A1.
Please indicate (yes/no) whether you submitted a short vita with your A1.
[This 2-page vita must follow the format for all 2-page vitas in the college. ]
d. Please indicate whether you have submitted all of your course syllabi for the time period
covered by this A1. If you have not submitted some of them, please submit them so we can add
them to our website.
**4. Authored Service Grant and Contract Proposals (NOTE: Authorship of one of the
following: research, teaching/program development or service grant/contract proposal over
a 3-year period is required of expected productivity)
[This category is different from any other category on the A1. This category is listed under all
three areas, Teaching, Research, and Service. If you submitted a grant, ANY grant, in ANY of
the three areas, it counts in all three areas—Teaching, Research, and Service—on your A1. You
need to list the type of grant it was (Teaching, Research, or Service) and the year the grant was
submitted, as this benchmark is focused on the last three years, 9/1/09-8/31/10, 9/1/10-12/31/11,
and 1/1/12-12/31/12. Assistant professors are not expected to do this immediately upon joining
the Dept. However, assistant professors should be demonstrating efforts to secure grants by the
time they go up for promotion.]
(List each service grant/contract proposal separately and include all investigators,
title of the grant, granting agency, inclusive dates, and total amount for each grant or
contract.)
Identify as "in review", "funded", or "unfunded" or insert "None".
** Funded service grants qualify as an indicator for meritorious productivity.
Additional Indicators of Meritorious Service Productivity
[Additional indicators are a source of merit points. You should list everything that is legitimate
for each category. Please bullet each activity below so multiple activities within any single
category can be easily distinguished.]
SCHOLARSHIP OF APPLICATION: Professional and Discipline
Interdisciplinary and multidisciplinary collaborations (List service activities that involve
collaborations with colleagues/students across disciplines, institutions, nations, etc. These
may include college and university committees, faculty senate, service in professional
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organizations, partnerships with schools, businesses, and community organizations, serving
as reviewer for tenure and promotion for other institutions; engage in funded projects with
international partners, etc)
Enhancing diversity (List service activities at enhancing students’ knowledge of disparities
and differences experienced by diverse groups and building skills necessary to live and
work with people of diverse cultures. List specific contributions to the department, college,
university, and the professions.)
Internationalization and Globalization (List service activities that promote global and
international awareness and intercultural exchanges. These may include study abroad
programs; recruitment of diverse faculty, staff, and students; serve as editor or reviewer
for publications that specifically focus on international/global issues;
4. Editor of Journal (Please list the name of the journal.)
2. Associate, Regional, or Book Review Editor of Journal (Please list the name of the journal.)
3. Monograph Editor [Please provide complete reference information.]
4. Journal Editorial Board Membership (Please list the name of the journal.)
5. Continuing Education/Professional Development Offerings (conferences, workshops,
etc., provided for external audiences)
6. Consultancies
7. Occasional reviewer (e.g., refereed journal reviewer, conference proceedings reviewer,
reviewer for professional awards, refereed monograph reviewer, book, or pre-publication book
draft reviewer)
8. Grant or Proposal Funding Review
9. U.S. President Appointed or Federal Government Appointed Committee/Activities:
(Please list the committees served on.)
10. International Committee
(Please list committee served on.)
11. Texas Governor Appointed or State Level Committee (Please list the committees or activities served on.)
12. President or Lead Officer of National or International Professional Organization
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(Please list the position, dates of service, and the organization.)
13. Other Officer Position for a National or International Professional Organization or
President of a State Organization (Please list the position, dates of service, and the organization.)
14. Other Officer Position for a State Organization or Committee Chair for National,
State, or International Professional Organization (Please list the position and the organization.)
15. Committee Member for State, National, or International Professional Organization (Please list the position, dates of service, and the organization.)
16. Coordination of National or International Conference (This is for primary coordination or administration of a national or international conference. If
there is more than one coordinator or administrator of the conference, the points must be fairly
split. Please list conference, venue, dates, and number of attendees.)
17. Coordination of State of Texas Conference (This is for primary coordination or administration of a state conference. Please list conference,
venue, dates, and number of attendees.)
18. External Review of Promotion and Tenure Candidates (from other institutions) (List candidate’s name, institution, rank for which being considered.)
19. Administrative Assignment (Program Coordinators/ Program Chairs; IDF Chairs, etc.)
(Please list position and program.)
20. Cohort Administration
21. Grant Administrator
22. University & System Committee/Activities: (Please list the committees or activities served on, and dates)
23. College Committee/Activities:
(Please list the committees or activities served on, and dates)
24. Department Committee/Activities:
(Please list the committees or activities served on.)
25. Mentoring
(Please list faculty member or student with whom you had a significant mentoring
relationship.)
26. Unfunded Service/Training Grant
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27. Funded Service/Training Grant
28. Service award (Indicate details)
29. Community Service (This service must have a direct bearing on professional contributions to quality of life in the
community. One example might be service on a local school board. Another might be service
on a search and screen committee for a superintendency.)
Other Service Activities (Identify and justify in terms of role)
EAHR FACULTY TENURE AND PROMOTION GUIDELINES
REVIEW, TENURE, AND PROMOTION POLICY
FOR TENURE-TRACK PROFESSORS
DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND
HUMAN RESOURCE DEVELOPMENT
Final Passage by EAHR Faculty: 9/12/07 Faculty Meeting
Revised December, 2008
Revised October, 2010
Revised November 2010
Approved by EAHR Faculty March 7, 2012
Approved by EAHR Faculty September 5, 2012
PROLOGUE
The EAHR Department tenure and promotion policy and 3rd year review policy are designed to
promote excellence in faculty research, teaching, and service. In addition, the purpose of these
policies is to provide clear guidance to the tenure and promotion process and the 3rd year review
process within the Department. Furthermore, these policies and processes are based on the Texas
A&M University’s policies presented under 12.01.99.M2 – University Statement on Academic
Freedom, Responsibility, Tenure, and Promotion.
University level policies and procedures for promotion and tenure are set forth in the Texas A&M
University Statement on Academic Freedom, Responsibility, Tenure and Promotion (University Rule
12.01.99.M2, Approved June 20, 2007, Revised July 27, 2001), which supplements System Policy
12.01. The university has also established guidelines for annual and mid-term reviews. These rules
and policies are available electronically:
University Statement on Academic Freedom, Responsibility, Tenure and Promotion:
http://rules-saps.tamu.edu/PDFs/12.01.99.M2.pdf
University Guidelines for Annual and Mid-Term Review: http://dof.tamu.edu/sites/default/files/pdfs/Annual%20%26%20Mid-
Term%20Review%20Guidelines.pdf
System Policy 12.01: http://tamus.edu/offices/policy/12-01.pdf
University guidelines for Tenure and Promotion http://policies.tamus.edu/12-01.pdf
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Instructions and timelines for implementing these policies are distributed annually by the Dean of
Faculties and Associate Provost.
PROCESS FOR REVEW AND TENURE & PROMOTION
3rd Year Review and Promotion and Tenure Procedure
Step 1: Initiating 3rd year reviews and promotion and tenure reviews
As required by the College of Education and Human Development, in the spring of the third year as
an assistant or associate professor on tenure track, a 3rd year review will be conducted. However,
since tenure track faculty can extend their tenure and promotion clock “with the written concurrence
of the faculty member involved, the department head, dean, and the Dean of Faculties.”
(12.01.99.M2 4.3.1) 2, the time of the 3rd year review will be determined by the new mandatory year.
Legitimate reasons for extending the tenure clock are a serious illness lasting several months; special
child, spousal/partner, or parent care issues; etc. Assistant or associate professors hired on a 7-year
probationary period must be reviewed for tenure and promotion during the sixth year of service as an
assistant professor or associate on tenure track at the University, though any extensions of the tenure
clock are not counted in the six year time period. (All tenure track faculty must be reviewed during
the penultimate year of their probationary period, if they are not reviewed prior to that penultimate
year.) Assistant and associate professors on tenure track may be reviewed for tenure and promotion
earlier than the sixth year if the tenure track faculty requests this. According to the CEHD Review,
Tenure, and Promotion Guidelines, “Non-tenured tenure- track faculty members may request
consideration for tenure prior to the end of their probationary period. Such requests should be made
to the department head, and careful consideration should be given to the strength of the faculty
member’s record in relation to department, college, and university performance criteria in the areas
of teaching, research, and service.”
The probationary period for tenure track faculty may include appropriate fulltime service at other
institutions of higher education. If a faculty member has served a term of probationary service at one
or more institutions, the probationary period at Texas A&M University may be for fewer than seven
years. In such cases, however, the person’s total probationary period in the academic profession may
be extended beyond seven years.” (12.01.99.M2 4.3.1) The timing of the promotion and tenure
decision in these cases will be negotiated with the Department Head at the time of initial
appointment.
Associate professors may initiate consideration for promotion to full professor at any time. As the
CEHD Guidelines indicate, “Such request should be made to the department head, and careful
consideration should be given to the faculty member’s record in relation to departmental, college,
and university performance criteria in the areas of teaching, research, and service.”
Step 2: Preparing the review materials
The faculty member who is to be reviewed will prepare her or his materials according to the
guidelines of the College and within the timeline set by the College for faculty reviews.
The faculty member to be reviewed will prepare a list of no more than six external reviewers.
Preference will be given to those reviewers who are full professors at peer institutions, though if
there are legitimate reasons to include appropriate faculty from other institutions, a justification must
be included. In no case, however, can reviewers be at the same rank or below. This list will be
provided to the Department Tenure, Promotion, and Review Sub-Committee (hereafter the TPR Sub-
Committee) within the appropriate timeline.
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According to the CEHD Guidelines: “External reviewers’ letters should include at least one
nominated by the candidate and one nominated by the department (Department Committee or
program faculty). Letters should not be sought from individuals ‘tainted’ by close personal ties to the
candidate (e.g., mentors, former students, close personal friends, frequent co-authors).” However, for
EAHR Department, the external reviewers’ letters should include at least two external reviewers
nominated by the candidate.
The review materials will include the candidate’s vita, statement, three examples of scholarly work, a
record of all student course evaluation scores, teaching peer evaluation reports, and two examples of
recent syllabi. New material, such as the publication of a manuscript or election to be an officer in a
professional organization, can be added at any point in the process.
Step 3: Setting up 3rd year reviews and tenure and promotion reviews committees, i.e. the Department
TPR Sub-Committee
The Department Head will appoint the Department TPR Sub-Committee of associate and/or full
professors, whichever is appropriate to the particular case, in consultation with the Department
Executive Committee and with the candidate. The composition of the TPR Sub-committee for each
individual’s 3rd year review may not be the same. If possible and reasonable, this TRP Sub-
Committee will include at least one faculty from the candidate’s program area unless the Department
Head, in consultation with the Department Executive Committee, considers this inappropriate
because of extenuating circumstances. The Department Head will appoint a Chair of this TPR Sub-
Committee. The Sub-Committee will be composed of three faculty members. The Sub-Committee
will then distribute its responsibilities among its members (teaching, research and service).
The TPR Sub-Committee Chair will meet with the faculty to be reviewed to ensure that both
understand the nature of the process and the timelines.
The TPR Sub-Committee will select at least three names from the external reviewer list provided by
the faculty member who is being reviewed. The Sub-Committee will then choose enough external
reviewers, preferably seven external reviewers, to reasonably guarantee that there will be a minimum
of five completed reviews by external reviewers. The Sub-Committee Chair will work with the
Department Head to contact the external reviewers and to obtain their agreement to participate within
the appropriate timeline.
Step 4: Tenure and Promotion Review Sub-Committee
The TPR Sub-Committee will review the faculty member’s materials and the external reviewers’
letters and prepare summary reports on Teaching, Research and Service activities to be distributed to
the Departmental T&P Committee. In particular, each report will state whether the record in that area
is appropriate to a successful review for promotion to associate professor with tenure (in the case of
assistant or associate professors going up for promotion and tenure or tenure, respectively). These
reports must address any negative issues in the record under consideration.
Step 5: Convening the appropriate department professors and voting on the review by the
Department Tenure and Promotion Committee
After drafting of the reports by the TPR Sub-Committee has been completed, the Department Head
will convene a meeting of all appropriate tenured Department professors, which will be called the
Department Tenure and Promotion Committee, to discuss and vote on the review. For 3rd year
reviews and for tenure and promotion from assistant to associate, the T& P Committee includes all
tenured associate and full professors. For promotion from associate to full professor, the T&P
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Committee includes all tenured full professors. The meeting will be led by the Chair of the TPR Sub-
Committee. Only those on the Departmental T&P Committee with the appropriate rank may be in the
room for the discussion of the candidates. However, to participate in this vote, the faculty member
has to have examined the candidate’s record with the examination logged by a staff member, and
each member has to sign the following: “I have reviewed the entire dossier.” Those who are thus
qualified will be the only faculty allowed to vote.
At this meeting the TPR Sub-Committee will explain its evaluation for all the three areas of teaching,
research and service, and the TPR Sub-Committee Chair will lead a discussion on this matter. (A
staff member will take thorough notes on this discussion so that there can be an informed report
about the vote of the T&P Committee). An emphasis will be placed on a professionally oriented vote
on the issues in the record and not on personal attitudes or feelings. When there has been sufficient
time for discussion, the TPR Sub-Committee Chair will initiate an anonymous ballot of all T&P
Committee members in attendance. After the voting, faculty will be provided with papers to provide
any justification for the votes (yes, no or abstain) without disclosing their names.
By University policy (12.01.99.M2.4.5.3), “An improper standard [for critiquing the tenure and/or
promotion case] is any criterion not related to the professional performance of the faculty member.”
In other words, critiquing the candidate for any reason not related to “professional performance” is
not appropriate.
The vote will be officially recorded by the TPR Sub-Committee Chair. Attendance of tenure and
promotion meetings is mandatory and members must be physically present to vote. Absentee ballots
by members not present at the meeting will not be counted. The TPR Sub-Committee Chair will then
finalize reports for teaching, research and service and the summary report that records the vote and
discusses the vote, including any negative issues. The three area reports should include the statement
“The opinions and conclusions stated in this report regarding the candidate accurately reflect the
views of the T&P Committee.” The summary report should include the signatures of all voting
members. The report must be reviewed and edited by all Departmental T&P Committee members
until it is accepted as being accurate by the entire voting committee. The Department Head cannot be
at this meeting during the deliberations and vote.
Step 6: Communicating the T&P Committee’s vote to the Department Head
The TPR Sub-Committee Chair will provide a copy of the approved T&P Committee teaching,
research, service and overall reports including the Department T&P Committee’s vote, to the
Department Head, along with all of the materials now in the record.
RECOMMENDED CRITERIA FOR REVIEW, TENURE, AND PROMOTION
Introduction None of the criteria below are meant to be absolute requirements. Rather, they are meant to provide
guidance and to serve as indicators of success. In addition, it is not expected that every faculty
member going up for review, tenure, and/or promotion will excel in every category.
Suggested Criteria for a Positive 3rd Year Review
Teaching
Has regularly met classes at the scheduled times. If online, responds to students in a timely fashion
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Has an average score that for graduate student course evaluations is 3.5 on a 4 point rating scale
(4.38 on a 5 point rating scale) or above and for online and undergraduate courses is 3.0 on a 4 point
rating scale (3.75 on a 5 point rating scale) or above.
Shows evidence of beginning to work with doctoral students on dissertations or records of study as
both chair and committee member
Shows evidence of using technology in classes by putting classes online or teaching courses in a
hybrid format
If relevant to the candidate’s program, shows evidence of working with masters students
Has annually met appropriate benchmarks in teaching
Research
Has established a focused research agenda that includes a demonstrable line or two of research
Has a record of publication in peer-reviewed journals, particularly journals that are respected in
particular fields of expertise, are valued by the candidate’s program area, or are ranked in SCI or SSI
Has other publications, which can include books, chapters, reports, book reviews, proceedings, etc.
Has a record of presenting at appropriate national professional/research conferences for which the
presentation proposals are peer-reviewed
Has annually met Department benchmarks in research
Has a record of consistently seeking external /internal funds to support research agenda and students
Service
Has attended program area and department meetings
Has served annually on at least one committee at the program, department, college, or university
levels
Has served as reviewer for peer reviewed articles
Has served on editorial boards
Has annually met appropriate Department benchmarks in service
Has contributed in positive and constructive ways to the Department’s community (examples of
activities may include: attending program and departmental meetings, serving on program,
department, college and university committees etc.)
******************************************************************************
Adjustments to these criteria can be negotiated with the Department Head and Dean for those who
have served at institutions of higher education that have different kinds of expectations than typical
Research I institutions and for those facing other circumstances that might deviate from Research I
institutional norms. In addition, the record at prior institutions can be added to the record at Texas
A&M University.
Suggested Criteria for a Positive Review for Moving Successfully from Assistant to Associate
Professor
Teaching
Has regularly met classes at the scheduled times. If online, responds to students in a timely fashion
Has an average score that for graduate student course evaluations is 3.5 on a 4.0 scaled instrument
(4.38 on a 5.0 scaled instrument) or above and for online and undergraduate courses is 3.0 on a 4.0
scaled instrument (3.75 on a 5.0 scaled instrument) or above.
Is carrying a reasonable load of master’s chairing and master’s committee membership,
commensurate the master’s students in the candidate’s program area
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Is chairing or co-chairing at least 7 doctoral committees and is a member of at least 7 doctoral
committees, unless there are program, department, or other circumstances that would make this an
unreasonable possibility
Has had at least one student complete proposal
Has had at least 2 students complete prelims
Has evidence of working with students to present and publish at national conferences and peer
refereed annual meetings.
Research
Has established a focused, demonstrable line or two of research that is supported in candidate’s
statement and publications.
Has a strong and consistent record of publication in peer-reviewed journals, particularly journals that
are respected in particular fields of expertise, are valued by the candidate’s program area, or are
ranked in SCI or SSI.
Being a sole author on some of the peer-reviewed journal articles; if many of these peer-reviewed
journal articles have multiple authors, should be lead on at least three articles.
Has a strong record of other publications, which can include books, chapters, reports, book reviews,
proceedings, etc.
Has a strong record of presenting at appropriate national professional/research conferences for which
the presentation proposals are peer-reviewed as either sole author or lead as presenter.
Has reviewed for at least three scholarly, peer-reviewed journals
Has a record of consistently seeking external /internal funds to support research agenda and students
Service
Has served annually on at least two committees at the program, department, college, or university
levels
Can provide evidence of starting to build a national presence in the candidate’s area of expertise or
field of study or national professional organization
Has contributed in positive and constructive ways to the Department’s community (examples of
activities may include: attending program and departmental meetings, serving on program,
department, and college and university committees etc.)
******************************************************************************
Adjustments to these criteria can be negotiated with the Department Head and Dean for those who
have served at institutions of higher education that have different kinds of expectations than typical
Research I institutions and for those facing other circumstances that might deviate from Research I
institutional norms. In addition, the record at prior institutions can be added to the record at Texas
A&M University.
Suggested Criteria for a Positive Review for Moving Successfully from Associate to Full
Professor
Teaching
Has regularly met classes at the scheduled times. If online, responds to students in a timely fashion
Has an average score that for graduate student course evaluations is 3.5 on a 4.0 scaled instrument
(4.38 on a 5.0 scaled instrument) or above and for online and undergraduate courses is 3.0 on a 4.0
scaled instrument (3.75 on a 5.0 scaled instrument) or above.
Is carrying a reasonable load of master’s chairing and master’s committee membership,
commensurate the master’s students in the candidate’s program area
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Is chairing or co-chairing at least 7 doctoral committees and is a member of at least 7 doctoral
committees, unless there are program, department, or other circumstances that would make this an
unreasonable possibility
As chair or co-chair, has had 10 students complete doctoral degree unless there are implications of
moving from a less than tier one research institution.
Can provide evidence of mentoring students, especially mentoring for conference presentations and
journal publications
Has used available technologies for teaching, such as WebCT. Moodle, etc.
Can provide evidence of development and improvement of teaching skills, e.g., portfolio
development, participation in professional development of teaching broadly construed, etc. Teaching
is considered to include classroom teaching, student mentoring, student advising, dissertation
guidance, etc.
Can provide evidence of the respect of colleagues for high teaching quality, such as persistently
being asked to teach for others in the Department, College, and University or for colleagues in other
universities or educational sites
Research
Has established a focused, demonstrable line or two of research that supports candidate’s statement
and their research articles.
Has a strong and consistent record of publication in peer-reviewed journals, particularly journals that
are respected in particular fields of expertise, are valued by the candidate’s program area, or are
ranked in SCI or SSI. Some of these peer-reviewed journal articles should be sole authored; if many
of these peer-reviewed journal articles have multiple authors, should be lead on several of them
Has developed national leadership, not just publication, in at least one line of research and thus can
provide evidence of a demonstrable national reputation in the candidate’s area of expertise
Has a strong record of other publications, which can include books, chapters, reports, book reviews,
proceedings, etc.
Has published at least one book, including edited, co-authored, or single-authored ones
Has a strong record of presenting at appropriate national professional/research conferences for which
the presentation proposals are peer-reviewed as sole presenter
Can show evidence that the candidate’s scholarship has influenced the national discourse in the
candidate’s area of expertise and that the candidate’s scholarship is seen as influential by peer
institution professors working in the same general area of scholarship Has presented with her or his
students in peer-reviewed national research conferences
Has published with his or her students in peer-reviewed journals
Has reviewed for at least three scholarly, peer-reviewed journals
Has served on editorial boards of peer reviewed journals
Has served as an editor or co-editor of refereed journals in her/his
Has a record of consistently seeking external /internal funds to support research agenda and students
Service
Has served annually on at least two committees at the program, department, college, or university
levels. Exceeds departmental criteria on A1 Regularly participates in program area and department
meetings
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Has consistently demonstrated leadership at the program area and departmental levels by chairing
committees, by focusing on the development of the department, etc. (clarification?)
Has participated in college and/or university levels, demonstrating a commitment to the well being of
the college and university
Has been an editor, associate editor, and or editorial board member of a minimum of one major
journal in the candidate’s area of expertise, including journals of relevant major professional
organizations, highly respected and ranked journals, or practitioner/practice community journals
Can demonstrate significant national leadership in the candidate’s area of expertise, national
professional organizations, or other relevant national professional organizations
Has contributed in positive and constructive ways to the Department’s community (examples of
activities may include: attending program and departmental meetings, reviewing 3rd year, tenure and
promotion materials and attending T&P meetings, serving on program, department, college and
university committees etc.)
******************************************************************************
Adjustments to these criteria can be negotiated with the Department Head and Dean for those who
have served at institutions of higher education that have different kinds of expectations than typical
Research I institutions and for those facing other circumstances that might deviate from Research I
institutional norms. In addition, the record at prior institutions can be added to the record at Texas
A&M University.
IV. A Typical Example of CEHD Promotion and Tenure Estimated Calendar Dates
January of each year
Dean Notifies Department Heads of schedule
and procedures for tenure track reviews to
occur in the next academic year.
February of year prior to review In consultation with Department Head (DH),
candidate begins preparing dossier.
March Through the Dean of Faculties, the Provost
requests Deans to initiate tenure and
promotion proceedings.
March-September Department solicits external letters and
completes departmental review process.
September Departmental Review Committee (DRC)
meets to discuss candidate(s) materials and
vote on its recommendation(s). DRC
recommendation(s) is forwarded to
Department Head.
October DH reviews candidate(s) material and DRC
recommendation. DH recommendation is
forwarded to College Review Committee.
November College Review Committee (CRC) reviews
candidate(s) material, DRC and DH
recommendations. CRC recommendation is
forwarded to Dean.
December Dean reviews candidate(s) material, DRC, DH
and CRC recommendations. Dean’s
recommendation and candidate(s) tenure and
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promotion packets are forwarded to the Dean
of Faculties.
January of year reviewed Deans meet and review recommendations with
the Provost and Dean of Faculties.
February Provost forwards recommendations to
President. President forwards
recommendations to the Board of Regents
through the Chancellor of the TAMU System.
May Board of Regents reviews recommendations
and makes final decisions
September following the successful P&T
review
Tenure and Promotion decisions become
effective.
FACULTY CURRICULUM VITAE
Educational Administration and Human Resource Development
Faculty Directory 2012
Click on the name to view the faculty profile, then click on Vita – View Document to access CV
T* Name E-mail Title
F ALFRED, MARY [email protected] Executive Associate Dean and Professor
F CHLUP, DOMINIQUE [email protected] Associate Professor
F DOOLEY, LARRY [email protected] Associate Professor
F GODDARD, ROGER [email protected] Professor
F GONZALEZ, ELSA [email protected] Research Associate
F GUNDY, ANN [email protected] Clinical Associate Professor
F KURUP, PRIYA DARSHINI [email protected] Clinical Assistant Professor
F LECHUGA, VICENTE [email protected] Associate Professor
F LINCOLN, YVONNA [email protected] Distinguished Professor
F MADSEN, JEAN [email protected] Professor
F MUSOBA, GLENDA [email protected] Associate Professor
F MUYIA, MACHUMA (HELEN) [email protected] Clinical Assistant Professor
F NAFUKHO, FREDRICK [email protected] Professor and Department Head
F PECK PARROTT, KELLI [email protected] Clinical Associate Professor
F PONJUAN, LUIS [email protected] Associate Professor
F SAAVEDRA, ABELARDO [email protected] Clinical Professor
F SANDLIN, JUDY [email protected] Clinical Associate Professor
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F STANLEY, CHRISTINE [email protected] Professor
F TOLSON, HOMER [email protected] Senior Professor
F TORRES, MARIO [email protected] Associate Professor
F WANG, JIA [email protected] Associate Professor
F WEBB- HASAN, GWENDOLYN [email protected] Associate Professor
Note: Several faculty member have long CVs over 80 pages, hence the request for you access all the CVs online.
FACULTY AND GRADUATE STUDENTS PUBLICATIONS
2006-2013
Refereed Journal Articles
*Articles with students or former students
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internalization of adult education in
Canada and the US. The Canadian Journal for the Study of Adult Education, 24(2), 51-
70.
Alfred, M. V., & Chlup, D. (2010). Making the invisible, visible: Race matters in human
resource development. Advances in Human Resource Development, 12(3), 332-351.
Alfred, M. V. (2010). International migration, social capital and lifelong learning in the USA.
International Journal of Lifelong Education, 29(2), 219-235.
Alfred, M. V., & Chlup, D. (2009). Neoliberalism, illiteracy, and poverty: Framing the rise in
black women’s incarceration. The Western Journal of Black Studies, 33(4), 240-249.
Alfred, M. V. (2009). Non-western immigrants in continuing higher education: A sociocultural
approach to culturally responsive pedagogy. International Journal of Higher Education,
57, 137-148.
Alfred, M. V. (2008). Immigrant women of color explore identity and place in US academe.
Perspectives: New York Journal of Adult Learning, 7(1), 25-42.
Alfred, M. V. (2008). A sociocultural approach to adult literacy education. Perspectives: New
York Journal of Adult Learning, 6(2), 41-48.
Alfred, M. V. (2007). Welfare reform and Black women’s economic development. Adult
Education Quarterly, 57(4), 293-311.
Alfred, M. V., & Martin, L. G. (2007). The development of economic self-sufficiency among
former welfare recipients: Lessons from Wisconsin’s welfare to work program.
International Journal of Training and Development, 11(1), 2-19.
*Alagaraja, M., & Wang, J. (2012). Development of a National HRD strategy model: Cases of
India and China. Human Resource Development Review, 407-429
Bonner, F. A. II., Lewis, C. W., Bowman-Perrott, V. Hill-Jackson, L. & M. James. (2010).
Definition, identification, identity and culture: A unique alchemy impacting the success
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of gifted African American males in school. Journal for the Education of the Gifted,
33(2).
Bonner, F. A., Alfred, M. V., Nave, F. M., Lewis, C., & Frizell, S. (2009). Historically black
colleges and universities (HBCUs) and academically gifted black students in science,
technology, engineering, and mathematics (STEM: Discovering the alchemy for success.
Journal of Urban Education: Focus on Enrichment, 6(1), 122-136.
Bonner, F. A. II, Alfred, M. V., Lewis, C. W., Nave, F. M. & Frizell, S. S. (2009). Historically
Black Colleges and Universities (HBCUs) and academically gifted Black students in
science, technology, engineering and mathematics (STEM): Discovering the alchemy for
success. Journal of Urban Education: Focus on Enrichment, 6(1), 122-136.
Bonner, F. A. II, Jennings, M., Marbley, A. F., & Brown, L. (2008). Capitalizing on leadership
capacity: Gifted African American males in high school. Roeper Review, 30(2), 93-103.
Bonner, F. A. II. (2007). Wade in the water: An African American Academics Retrospective on
Hurricane Katrina. Journal of Negro Education, 75(4), 573-578.
Bonner, F. A. II, & Jennings, M. (2007). Never too young to lead: Gifted African American
males in elementary school. Gifted Child Today, 38(2), 30-36.
Bouchet, A., Hutchinson, M., & Lechuga, V. M. (in press). Brand establishment at the University
of Chicago: An investigation of de-escalation of commitment at the University of
Chicago. Journal of Sport Administration & Supervision* Burke, .1. S., & Sandlin, .1. R. (20 12). Improving self-regulated learning using USADA's 100% Me
curriculum. Research Quarterly for Exercise and Sport,83(1), A81. Byrd, M. & Chlup, D. T. (2011). Expanding the Conversation on Adult Learning
Theories: Theorizing African American Women’s Learning and Development in
Predominantly White Organizations. Proceedings of the 52nd Annual Adult Education
Research Conference, Toronto, Canada.
Callahan, J. L. (In Press). A Time of Transition for Human Resource Development Review:
Diversifying and Digitizing. Human Resource Development Review, 11(1).
Callahan, J.L. (2011). Incivility as an instrument of oppression: Exploring the role of power in
constructions of civility. Advances in Developing Human Resources, 13(1), 10-21.
Callahan, J. L. (2010). Constructing and Reconstructing the Field: The Importance of Historical
Manuscripts in HRDR. Human Resource Development Review, 9(4), 311-313.
Callahan, J. L. (2010). The online oxymoron: Teaching HRD through an impersonal medium.
Journal of European Industrial Training, 34(8/9), 869-874.
Callahan, J. L. (2009). Manifestations of power and control: Training as the catalyst for scandal
at the United States Air Force Academy. Violence against Women, 15(10), 1149-1168.
Callahan, J. L. (2008). The four C’s of emotion: A framework for managing emotions in
organizations. The Organization Development Journal, 26(2), 33-38.
Callahan, J. L., & Sandlin, J. A. (2007). The tyranny of technology? A case study of the social
arena of online course development. New Horizons in Adult Education and Human
Resource Development, 21(3/4), 5-15.
Callahan, J. L., & Tomaszewski, L. (2007). Navigating the good ol’ boys club: Women,
marginality, and communities of practice in a military non-profit organization. Studies in
Continuing Education, 29(3), 259-276.
Callahan, J. L., Whitener, J. K., & Sandlin, J. A. (2007). The art of creating leaders: Popular
culture artifacts as pathways for development. Advances in Developing Human
Resources, 9(2), 146-165.
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Callahan, J. L., & Rosser, M. H. (2007). Pop goes the program: Using popular culture artifacts to
educate leaders. Advances in Developing Human Resources, 9(2), 269-287.
Callahan, J. L., & Martin, D.* (2007). The spectrum of school-university partnerships: A
typology of organizational learning systems. Teaching & Teacher Education, 23(2), 136-
145.
Callahan, J. L. (2006) Gendered emotion management and perceptions of affective culture in a
military nonprofit organization. Advancing Women in Leadership, 21. Online access at:
http://www.advancingwomen.com/awl/summer2006/Callahan.html
Cardin, L., & Callahan, J. L. (2007). Creating leaders or loyalists: Conflicting identities in a
leadership development programme. Human Resource Development International, 10(2),
169-186. (AHRD Monica Lee Outstanding Journal Article of the Year Award.*
Carden, L. L., & Egan, T. M. (2008). Does our literature support sectors newer to project
management? Project Management Journal. 39(3), 431-462.*
Carden, L. L., & Egan, T. M. (2008). Human resource development and project management:
Key connections. Human Resource Development Review, 7(3), 309-338.*
Cherrstrom, C. & Chlup, D. T. (2012). Graduate students and teaching: Preparing
future adult education professors to teach? Proceedings of the 53rd
Annual Adult
Education Research Conference, Saratoga Springs, NY.* Chlup, D. T. (in press). A review of learning and violence. Journal of research and
practice for adult literacy, secondary, and basic education, XX(X), xx-xx. Chlup, D. T. (2010). Laboring to learn: Women’s literacy and poverty in the post-
welfare era by Lorna Rivera (2008). Adult Education Quarterly, 60(3), 304-306. doi:10.1177/0741713609350487
Chlup, D. T. & Collins, T. (2010). Breaking the ice: Using icebreakers and re-energizers with
adult learners. Adult Learning, 21(3&4), 34-39.
Chlup, D. T. & Baird, I. (2010). A bridge from behind bars: A look at prison literacy
programs. Proceedings of the 51st Annual Adult Education Research Conference,
Sacramento, CA.
Chlup, D. T., & Tomaszewski, L. (2008). The forgotten player: The case of a state literacy
resource center. Adult Basic Education and Literacy Journal, 2(1), 34-43. Chlup, D. T. (2008). Transforming juvenile justice: Reform ideals and institutional
realities, 1825-1920 by Steven L. Schlossman (2005). History of Education Quarterly,
48(4), 612-616. Chlup, D. T. (2007). Critical anthological imagination: Looking historically at prisoners
writing about themselves as adult learners in the United States (1966-2006). In L.
Servage and T. Fenwick (Eds.), Proceedings of the 48th
annual Adult Education Research Conference (pp. 127-132). Halifax, Canada.
Chlup, D. T. (2007). Conflicting paradigms in adult literacy education: In quest of a U.S. democratic politics of literacy by George Demetrion (2005). Adult Basic Education and
Literacy Journal, 1(1), 55-57.
Cho, Y., & Egan, T. M. (accepted). Balancing learning and action: A review of action learning
research and theories. Advances in Developing Human Resources.
Cho, Y., & Egan, T. M. (2009). Action learning research: A systematic review and conceptual
framework. Human Resource Development Review, 8(4), 431-462.
Clark, M., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (in press). Supports and Barriers for
Latino Males’ Educational Pursuits: Perceptions of Counselors and Administrators.
Journal of Counseling and Development.
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Claus, V. A., Sandlin, J. R., & Callahan, J. (2012). Culture and leadership: Women
in non-profit leadership positions in the European Union. Human Resource
Development International (in review).
Cobb, E., & Alfred, M. V. (2010) Learning from peer team evaluation. International Journal
of Training and Development, 14(2), 95-114.
Collins, J. & Chlup, D.T. (forthcoming 2014). Criticality in Practice: The Importance Social
Justice Allies at Work. Advances in Human Resource Development X(x), pp. xx-xx.doi:
10.1177/1523422310395368*
Coombs Richardson, R., Glessner, L., & Tolson, H. (2007). Stopping the leak: Retaining
beginning teachers. Australian Journal of Teacher Education. Early publication,
February, 1-8.
Coryell, J. E., & Chlup, D. T. (2007). Implementing e-learning components with adult English
language learners: Through the lens of information system’s technical acceptance model.
Computer Assisted Language Learning, 20(3), 263-278.
http://www.informaworld.com/smpp/content~db=all~content=a781766342.*
Demps, E.L., Lincoln, Y.S. & Cifuentes, L. (2011). Conflicts over the utilities of teaching using
educational technologies: An interpretive critical inquiry. Advances in Developing
Human Resources, 13(2), 135-170. Doi: 10.1177/1523422311415641.*
Dooley, K. E., Dooley, L. M. & Carranza, G. (2008). Beliefs, barriers, and benefits of a faculty
abroad experience in Mexico. Journal of International Agricultural and Extension
Education, 15(3).
Egan, T. M. (2008) The relevance of organizational subculture for motivation to transfer
learning. Human Resource Development Quarterly, 19(4), 299-322.
Egan, T. M., & Song, Z. (2008). Are facilitated mentoring programs beneficial? A randomized
experimental field study. Journal of Vocational Behavior, 72(3), 351-362.
Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J.* (accepted). Coherent evidence: The
roles of instructional leadership, teacher collaboration, and collective efficacy beliefs.
Accepted for publication by the American Educational Research Journal.*
Goddard, R. D. & Miller, R. J. (2010). Developing knowledge about the conceptualization,
measurement and effects of school leadership. Elementary School Journal, 111(2), 219-
225.
Goddard, Y. L., Numerski, C., Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A
multilevel exploratory study of the relationship between teachers’ perceptions of
principals’ instructional support and group norms for instruction in elementary schools.
Elementary School Journal, 111(2), 336-357.*
Goddard, R.D., Salloum, S. & Berebitsky, D. (2009). Trust as a mediator of the relationships
between academic achievement, poverty and minority status: Evidence from Michigan’s
public elementary schools. Educational Administration Quarterly, 45(2), 292-311.*
Goddard, R. D. & LoGerfo, L. (2007). Measuring emergent organizational properties: A
comparison of the predictive validity and intergroup variability of self vs. group referent
perceptions. Educational and Psychological Measurement, 67(5), 845-858.*
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical
investigation of teacher collaboration for school improvement and student achievement in
public elementary schools. Teachers College Record, 109(4), 877-896.
Graham, C. M., & Nafukho, F. M. (2010). Organizational commitment and workplace outcomes:
A conceptual model for truckload transportation carriers. Human Resource Development
Review, 9(3), 266-284. DOI: 10.1177/1534484310370948.
292 | P a g e
Graham, C. M., & Nafukho, F. M. (2008, winter). Exploring organizational learning mechanisms
in small business enterprises. New Horizons in Adult Education and Human Resource
Development, 22(1),4-23.
Graham, C. M., & Nafukho, F. M. (2007). Culture, organizational learning and selected
independent variables in small-size business enterprises. Journal of European Industrial
Training, 31(2), 127-144.
Graham, C. M., & Nafukho, F. M. (2007). Employee perception toward the dimension of culture
in enhancing organizational learning. The Learning Organization, 14(3), 281-292.
Guido, F.M., Chávez, A.F. & Lincoln, Y.S. (2010). Underlying paradigms in student affairs
research and practice.*
Gray, T. D., & Callahan, J. L. (2008). Skills of the Spartans: Exploring leadership in 300.
Journal of Leadership Education, 7(2), 79-98.
Hairston, N., & Nafukho, F. M. (2011). Determining statistical significance between e-learning
training versus traditional training in six different industry settings. International Journal
of Vocational Education and Training, 19(1),7-22.
Hemmer*, L., Madsen, J. & Torres, M. (In press 2012) Critical Analysis of Accountability
Policy in Alternative Schools: Implications for School Leaders, Journal of Educational
Administration.
Hernandez, F. & McKenzie, K. (May, 2010). Resisting social justice in leadership preparation
programs: Mechanisms that subvert. Special Issue: Critical Components of Preparing
Professionals for Social Justice across Three Disciplines: Implications for School
Leadership Programs. Journal of Research on Leadership Education. 5(3.2), 48-72.
Horsford, S. & McKenzie, K. (2008). “Sometimes I feel like the problems started with
desegregation”: Exploring Black superintendent perspectives on desegregation policy.
Special Jackson Scholar Issue, International Journal of Qualitative Studies in Education,
21(5), 443-455.*
Hoyle, J. & Torres, M.S. (2008). Exploring the link between school leadership preparation and
practice: An analysis of former students’ impressions on the relevance of their doctoral
experience at six elite institutions. Journal of Planning and Changing, Vol. 39, No. 3&4,
213-239.
Hurt, A., & Callahan, J. L. (Conditionally Accepted). A fractured fable: The three little pigs and
using multiple paradigms. New Horizons in Adult and Continuing Education.
Ismail, A. & Dooley, L.M. (submitted). Relationship between motivation to learn and
supervisor’s role in training programs as a antecedent of job performance: An empirical
study in Malaysia. Submitted to Human Resource Development Quarterly.
Jennings, M., Bonner, F. A. II, Lewis, C. W., & Nave, F. M. (2007). The historically Black
colleges and university: A question of relevance for the African American millennial
college student. National Association of Student Affairs Professionals Journal, 10(1), 85-
96.
Jennings, D., Tolson, H., & Clark, N. (2008).Examining the differences between chief
executive officers and sales managers in five different industrial distribution channels
regarding value-added activities. Review of the Electronic and Industrial Distribution
Industries, 7(2), 62-75.
Johnson, A., Keathley, R. S., & Sandlin, J. R. (2011). The knowledge of human
papillomavirus (HPV) among college students. Research Quarterly for Exercise
and Sport, 82(1), A26.
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Keathley, R.S., Sandlin, J.R., Joyner, L.I., & Bass, M.A. (2010). Knowledge of U.S. standard alcohol
serving sizes among college students. Research Quarterly for Exercise and Sport, 81(1), 24. Kissack, H. C., Callahan, J. L., Bergman, M. Chlup, D.T., & Wang, J. (2013).
Muteness in organizational computer-mediated communication: A critical study.
Proceedings of the Annual Academy of Human Resource Development Conference, Arlington, VA.
Kissack, H. C., & Callahan, J. L. (2010). The reciprocal influence of organizational culture and
training and development programs: Building the case for a culture analysis within
program planning Journal of European Industrial Training, 34(4), 365-380.
Khayesi, J. & Nafukho, F. M. (2011). Entrepreneurship and career development in Africa:
State of the Art. Career Planning and Adult Development Journal, 27(1) 126-137.
Larke, P.J., Webb-Hasan, G., Jimarez, T.& Li, Y. (In press). Cultivating Hispanic and African American
females in reading, mathematics and science (CHARMS) for STEM at the elementary school level:
One conference approach. Women in Leadership.
Lechuga, V.M. (accepted). Structuring for organizational efficiency and effectiveness: A case study of
market-based teaching and learning. Journal of the Professoriate.
Lechuga, V.M., & Chang, D.A. (2012). Motivation and scholarly work: Cultivating and
sustaining faculty research productivity. Journal of the Professoriate.
Lechuga, V. M. (2012). Exploring culture from a distance: The utility of telephone interviews in
qualitative research. Qualitative Studies in Education.
Lechuga, V. M. (2012). Latino faculty in STEM disciplines: Motivation to engage in research
activities. Journal of Latinos and Education.
Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships: Mentors’ perceived
roles and responsibilities. Higher Education, 62(10), 757-771, DOI: 10.1007/s10734-
011-9416-0.
Lechuga, V.M., & Schaefer, C. (2009). Let her play: Challenges from within that threaten Title
IX and women’s intercollegiate athletics. Journal for the Study of Sports and Athletes in
Education, 3(1), pp. 85-98.*
Lechuga, V.M., Clerc, L., & Howell, A.K. (2009). Power, privilege, and learning: Facilitating
encountered situations to promote social justice. Journal of College Student
Development,50(2), pp. 229-244.
Lechuga, V.M. (2008). Assessment, knowledge, and customer service: Contextualizing faculty
work at for-profit colleges and universities. Review of Higher Education, 31(3), pp. 287-
307.
Lewis, C. W., Butler, B. R., Bonner, F. A. II, & Joubert, M. (2010). African American male
discipline patterns and school district responses resulting impact on academic
achievement: Implications for urban educators and policymakers. Journal of African
American Males in Education, 1(1).
Lewis, C., Mumford, V., Singer, J. & Bonner, F. (2009). Recruiting African American teacher
candidates using an athletic model: New directions for diversifying the teacher
workforce. Journal of Educational Concepts, 1(1). 67-99.
Lewis, C. W., Bonner, F. A. II., J. Long, V. Hill-Jackson, L. Bowman-Perrott, M. James. (in
press). An exploratory descriptive analysis into the behavior patterns of African
American males in a Midwestern school district: Implications for teachers, counselors,
administrators, policymakers, and politicians. Souls.
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Lewis, C., Bonner, F., Byrd, D. & James, M. (2008). Recruiting African American males into
urban teacher preparation programs from university athletic departments. The National
Journal of Urban Education and Practice, 1(3), 224-238.
Li, J., & Madsen, J. (2011) Business ethics and workplace guanxi in Chinese SOEs: A qualitative
study Journal of Chinese Human Resource Management, 2 (2)
Li, J. & Madsen, J. (2010) Examining Chinese Managers’ Work-related Values and Attitudes.
Chinese Management Studies 4 (1) 57-76.
Li, J. & Madsen, J. (2009) Chinese Workers’ Work Ethic in Reformed State-Owned
Enterprises: Implications for HRD. Human Resource Development International 12 (2)
171-187. *Demps, E.L., Lincoln, Y.S. & Cifuentes, L. (2011). Conflicts over the utilities of teaching using
educational technologies: An interpretive critical inquiry. Advances in Developing Human Resources, 13(2), 135-170. Doi: 10.1177/1523422311415641.
Lincoln, Y.S., & Lynham, S. A. (2011). Criteria for assessing theory in human resource
development from an interpretive perspective. Human Resource Development
International, 14(1), 3-22.Lincoln, Y.S. (2010). Lincoln, Y. S. (2009). Re-thinking
emotional intelligence: An alternative proposal. Advances in Developing Human
Resources, 11:6 (December), 784-791. Lincoln, Y.S. (2010). Re-thinking emotional intelligence: An alternative proposal. Advances in Developing Human Resources, 11:6 (December), 784-791. Lincoln, Y.S. (2010). “What a long, strange trip it’s been…”; Twenty-five years of qualitative
and new paradigm research. Qualitative Inquiry, 16(1), 3-9.
Lincoln, Y.S. & Cannella, G. (2009). Ethics and the broader rethinking/reconceptualization of
research as construct. Cultural Studies ↔Critical Methodologies, xxxx.*
Lincoln, Y.S.& González y González, E.M. (2007). The search for emerging decolonizing
methodologies in qualitative research: Further strategies for liberatory and democratic
inquiry. Qualitative Inquiry, 14:8,
Lincoln, Y.S. & Stanley, C.A. (Revise and resubmit). The faces of institutional racism. Review
of Higher Education.
Lynham, S. A., Taylor, R. G., Naidoo, V., & Dooley, L. M. (2006). Corporate leadership for
economic, social and political change: Principles and practices learned from South
African business leaders. Journal of Business and Society, 19(1&2).
Mabokela, R. & Madsen, J. (2007) Intergroup Differences and the Impact of Performance
Pressures on African American Teachers in Suburban Desegregated Schools. Teachers’
College Record. 5 (109), 1171-1206.
Mancuso, D., Chlup, D. T., & McWhorter, R. (2010). A study of adult learning in a virtual
world. Advances in Developing Human Resources, 12(6), 681-699. doi:
10.1177/1523422310395368.* Mancuso, D., Chlup, D. T., McWhorter, R. R., & Demps, E. L. (2009). How to stay
A.L.I.V.E. in a world of ever-changing technology: Keeping up with adult learning in a
virtual environment. In R. L. Lawrence (Ed.), Proceedings of the 50th
annual Adult Education Research Conference (pp. 428-429). Chicago, IL.*
Marbley, A. F., & Bonner, F. A. II., McKisick, S., Henfield, M. S., Watts, L. M. & Shin, Y.
(2007). Interfacing cultural specific and Black pedagogy with counseling: A proposed
diversity-sensitive training model for preparing pre-service teachers for diverse learners.”
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components of vocational education. In V. C. X. Wang & K. P. King (Eds.), Innovations
in careers and technical education: Strategic competencies around the globe (pp. 47-65).
Charlotte, NC: Information Age Publishing. Wang, J. (2012). Organizational learning and technology. In V. Wang (Ed.),
Encyclopedia of E-leadership, Counseling and Training (pp. 154-170). Hershey, PA: IGI
Global.
Wang, J. (2012). Human resource development and technology integration. In V.Wang
(Ed.), Encyclopedia of E-leadership, Counseling and Training (pp. 391-407). Hershey, PA: IGI Global. * Lewis, C. W., Venzant Chambers, T. T., & Butler, B. (in press). Urban education in the 21st century: An
overview of selected issues that impact African American student outcomes. In J. L. Moore & C. W. Lewis (Eds.), African American students in urban schools: Critical issues and solutions for achievement. New York, NY: Peter Lang.
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Mohan, E., Taylor, L., Venzant Chambers, T. T., Calore, J. (in press). Advancing educational leadership:
Learning from multiracial literature. In L. Tillman & J. J. Scheurich (Eds.), AERA Division A
handbook of research on educational leadership for diversity and equity, Section II:
Understanding and working successfully with racially and ethnically diverse groups
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S E C T I O N 7
A P P E N D I C E S , C O U R S E D E S C R I P T I O N S , D E G R E E P L A N S , I N T E R N S H I P S I T E S , I N T E R N S H I P S I T E S
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APPENDICES FOR AEHRD PROGRAM
PhD in Adult Education (EHRD Degree) – Degree Plan Adult Education, Required Courses
Program Curriculum
• Shared Adult Education Human Resources (AEHR) Core Course (6 hours) EHRD 630 Adult Learning
EHRD 625 Organization Development
• Adult Education Core Courses (9 hours) EHRD 631 Foundations of Adult Education
EHRD 616 Methods ofTeachingAdults
EHRD 689 Adult Education, Globalization, and Social Justice
• Adult Education Electives (9 hours) EHRD 642 Program Development in Adult Education
EHRD 638 Issues of Adult Education
EHRD 670 Women and Education
EHRD 636 Working with Adult Groups (SAAHE offering)
EHRD 634 Introduction to Gender and Education (WGST 307)
EHRD 650 Gender and International Education (WGST 308)
EHRD 649 Feminist Pedagogy (WGST 309)
EHRD 684 Professional Internship
EHRD 685 Directed Studies
• Electives from Related Fields (12 hours)
• Research Core Course (12 hours) EHRD 651 Epistemology (or equivalent)
EHRD 690A Statistics I (or EDAD or equivalent) EHRD
690B Statistics II (or EDAD or equivalent)
EHRD 655 Qualitative Inquiry (or equivalent) -OR- EDAD
690N Naturalistic Inquiry (or equivalent)
• Research Electives-Advanced Methodology Courses (6 hours) EHRD 690C Statistics III-Quantitative Research Design (or EDAD) EHRD
657 Life History Research
EDAD 623 Advanced Fieldwork Methods EHRD
690L Integrative Literature Review EDAD 690P
Proposal Writing
EHRD 656 Narrative Analysis
Or, equivalent advanced methodology courses outside of EAHR
• Dissertation Research (12 hours)
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TEXAS A&M UNIVERSITY OFFICE OF GRADUATE STUDIES DEGREE PLAN
[Submit the original and three (3) copies]
Elective & Specialization Courses (up to 21 hours) * *No more than 9 hours may be used in any combination of
the following categories:
EHRD 684-Professional Internship
EHRD 685-Directed Studies
Total hours listed for credit 64
PREREQUISITES OR OTHER
COURSES
Not applicable for Graduate credit
I understand that additional course work may be added to this proposed course of
study by my Advisory Committee, if such additional work is needed to correct
deficiencies in my academic preparation
Approval Recommended: - -
Chair: E-mail Dept. Student’s Signature E-mail SID
Member: E-mail Dept. Student’s Mailing Address
Member: E-mail Dept. Member: E-mail Dept.
Member: E-mail Dept. Member: E-mail Dept.
Intercollegiate Faculty Head: Member: E-mail Dept.
Department Head: For the Office of Graduate Studies Date
Dept. Abbr. Course No. Course Title Credit Hours Final Grade EHRD 601 Foundations of Human Resource Development 3 EHRD 612 Training & Development in HRD 3 EHRD 613 Career Development in HRD 3 EHRD 625 Organization Development & Performance in HRD 3 EHRD 630 Adult Learning 3 EHRD 691 Research 12
EHRD 651 Models of Epistemology & Inquiry in EHRD 3 EHRD 690 Theory of EHRD Research - Statistics I 3 EHRD 690 Theory of EHRD Research - Statistics II 3
Introductory Qualitative Methodology Course (EDAD 690N, EHRD 655, or equivalent)
3
Advanced Statistics/Research Methodology Courses (2 courses)
6
Name Dept Date My proposed course of study in partial fulfillment of the degree of Doctor of Philosophy (for M.S. and M.A. degrees, select
Thesis option), with a major in EHRD, is submitted for the approval of the Office of Graduate Studies. Thesis option or Non-
315 | P a g e
TEXAS A&M UNIVERSITY OFFICE OF GRADUATE STUDIES DEGREE PLAN
[Submit the original and three (3) copies]
Dept. Abbr. Course No. Course Title Credit Hours Final Grade EHRD 603 Applied Theoretical Foundations in HRD 3
EHRD 630 Adult Learning 3
OR ALEC 610 Principles of Adult Education 3
EHRD 612 Training & Development in HRD 3 EHRD 613 Career Development in HRD 3 EHRD 625 Organization Development & Performance in HRD 3
EHRD 627 Research & Development in HRD 3
OR EHRD 628 Research & Publishing in HRD 3
EHRD 681 Seminar 1
Electives approved by faculty advisor 18
Total hours listed for credit 37
PREREQUISITES OR OTHER
COURSES
Not applicable for Graduate credit
I understand that additional course work may be added to this proposed course of
study by my Advisory Committee, if such additional work is needed to correct
deficiencies in my academic preparation
Approval Recommended: - -
Chair: E-mail Dept. Student’s Signature E-mail SID
Member: E-mail Dept. Student’s Mailing Address
Member: E-mail Dept. Member: E-mail Dept.
Member: E-mail Dept. Member: E-mail Dept.
Intercollegiate Faculty Head: Member: E-mail Dept.
Department Head: For the Office of Graduate Studies Date
Name Dept Date My proposed course of study in partial fulfillment of the degree of Master of Science (for M.S. and M.A. degrees, select
Thesis option), with a major in EHRD, is submitted for the approval of the Office of Graduate Studies. Thesis option or Non-
316
(02/29/2012)
EHRD Programs Admission Criteria
PhD Scoring Summary
Applicant _______________________
GPA: 50%
Undergraduate Overall GPA: (25%)
(Under 2.5: 0; 2.5 – 2.99: 5; 3.00 – 3.24: 10; 3.25 – 3.49: 15; 3.5 – 4.0: 20) _____ x 1.25=
_____
Graduate Overall GPA: (25%)
(Same scale as above )
_____x1.25= _____
Professional Experience: (20%)
(includes work experience, publications, presentations, professional
organization memberships, volunteer/service activities, etc.)
(Inadequate = 0; Marginal = 2; Average = 4-6; Good = 8;
Excellent = 10) ____
x2=_____
Written Expression of Interest: (30%)
Fit between interest and program (20%)
(Low = 0; Medium = 5; High = 10) ____
x2=_____
Writing Quality (ability to communicate, not mechanics) (10%)
(Inadequate = 0; Marginal = 2; Average = 4-6; Good = 8;
______
Excellent = 10)
TOTAL (Maximum 100) _______
Note: The Admissions Committee will meet to share responses and will discuss scores to determine a
consensus score that will be used by faculty in reviewing an applicant.
Under 50 – Deny; also deny if a 0 on fit and less than a 4 on Writing Quality
51-60 – Discussion based on additional information that is provided in the student’s CV
61- 64– Conditional admit; requires a 3.5 GPR for the first 9 hours of registration (only if there is room
for additional admissions, after full admits)
65 and higher – Full admission (if not all can be admitted, admit from this pool from highest scores
down)
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EHRD Programs Admission Criteria MS Scoring Summary
Applicant ________________________________
Undergraduate GPA: (50%) Overall (25%): (Under 2.5: 0; 2.5 – 2.99: 5; 3.00 – 3.24: 10; 3.25 – 3.49: 15; 3.5 – 4.0: 20)
_____ x 1.25 = _____ Last 60 Hours (25%) (Same scale as above )
_____x 1.25= _____
Written Expression of Interest: (50%) Fit between interest and program (25%) (Low = 0; Medium = 5; High = 10)
_____ x 2.5 = _____
Writing Quality (ability to communicate, not mechanics) (25%) (Inadequate = 0; Marginal = 2; Average = 4-6; Good = 8; _____ x 2.5 = _____
Excellent = 10)
TOTAL (Maximum 100) ________
Note: The Admissions Committee will meet to share responses and will discuss scores to determine a consensus score that will be used by faculty in reviewing an applicant. Under 50 – Deny; also deny if a 0 on fit and less than a 4 on Writing Quality 51-60 – Discussion based on additional information that is provided in the student’s CV 61- 64 – Conditional admit; requires a 3.5 GPR for the first 9 hours of registration (only if there is room for additional admissions, after full admits) 65 and higher – Full admission (if not all can be admitted, admit from this pool from highest scores down)
318
EHRD Master’s Program Portfolio Guidelines
Master’s students in Human Resource Development have two degree options: Master of Science
Thesis Option and Master of Science Non-Thesis Option. For those students who choose the Master
of Science Non-Thesis Option, in lieu of a thesis and final exam, you will demonstrate your
knowledge of HRD through the “Master’s Professional Portfolio.” Students will be required to
register for one credit hour under their chair’s section, EHRD 681, Seminar, to receive credit for this
portfolio. The Master’s Portfolio will be due two weeks prior to the “all requirements completed”
date for the semester in which you choose to graduate. Because the portfolio assessment process
occurs only in the fall and spring semesters, students planning to graduate in the summer must meet
the requirements for the portfolio in the spring semester.
The “all requirements completed” date is usually on or near November 14 for the fall semester and
April 14 for the spring semester. This means your projects would be due on or near November 1 for
fall and April 1 for spring. Please note that these dates are subject to change every semester. It is
recommended that you refer to the Office of Graduate Studies calendar
(http://ogs.tamu.edu/calendar) for oral examination deadlines for the fall or spring semester in which
you intend to submit your portfolio.
To meet the non-thesis requirement, you will compile a portfolio that documents your progress
through the master’s program. You will include a brief reflective paper introducing your portfolio
that highlights topics such as your goals, beliefs, and desires when you began the program;
specifically what you have learned and how you developed during the program; your goals, beliefs,
and desires as you near completion of the program.
Attachments within your portfolio should include, as a minimum, papers or projects from coursework
that represent important milestones in your learning process. This should include some, or even all,
of the courses you took during your degree program. You should also feel free to include evidence of
other types of learning that occurred as a result of your experiences during the master’s program but
that might have not been specifically related to the actual courses in the degree program (e.g.,
activities in the graduate student association or employment networks through fellow students). Each
attachment should be prefaced with a brief explanation of why that particular selection was chosen
and how it contributed to your growth as a professional in HRD.
The Master’s Portfolio, complete with all attachments, are burned on CD’s; three (3) copies of
the CD must be mailed to the academic advisor and one (1) copy your chair in enough time to
arrive by the dates discussed above.
Each November and each April, three HRD faculty members will meet for review of the final
submission of the professional portfolio for grading purposes. A grade will be assigned as follows:
S – all or at least two members agree that the student has met the criteria, demonstrated
knowledge of the field of HRD, and made clear connections to research, theory, and practice as
outlined for them through required coursework for the degree.
U – at least two members agree that the student did not meet the criteria as outlined
above.
If you are assigned a grade of “U” for the portfolio, you will be contacted immediately. You will be
given two weeks from the date of the committee decision to make appropriate corrections and re-
submit the portfolio for a final review.
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Rubric for Evaluating Portfolios
DRAFT
Exceptional Thorough Basic Inadequate
9 points 6 points 3 points 0 points
Degree of Self-
Reflection
All reflections
include a detailed
description of the
activity and a
detailed account of
the knowledge,
skills, and abilities
learned.
All reflections
include personal
reactions that are
descriptive and
insightful.
Reflections are
original and
specific to the
particular pieces.
Most reflections
include the
description of the
activities and the
knowledge, skills,
and abilities
learned.
Reflections include
personal reactions
that clearly reflect
learner feelings.
Reflections are
original and
specific to the
particular pieces.
Some reflections
include the
description of the
activities and the
knowledge, skills,
and abilities
learned.
Some reflections
include personal
reactions.
Reflections may be
vague or repetitive.
Few reflections
include the
description of the
activities and the
knowledge, skills,
and abilities
learned.
Few reflections
include personal
reactions.
Reflections are
vague or repetitive.
A collection of
artifacts; a
scrapbook or
multimedia
presentation.
6 points 4 points 2 points 0 points
Organization of
Portfolio
Themes of learning
are clearly
identified and
explained in an
introductory
overview to the
portfolio.
Sources of learning
for each theme are
incorporated in
detailed overviews
to each theme.
Each artifact to
support the learning
themes is
accompanied by an
articulate
explanation of the
importance of that
particular work.
Themes of learning
are clearly
identified and
explained in an
introductory
overview to the
portfolio.
Sources of learning
for each theme are
identified;
overviews to the
themes are brief or
not clearly linked to
the supporting
artifacts.
Most of the artifacts
are accompanied by
an articulate
explanation of the
importance of that
particular work.
Themes of learning
are not clearly
articulated in a
consolidated format
or are difficult to
find.
Sources of learning
for each theme are
unclear or
ambiguous; not all
themes are
supported by
explanations.
Some of the
artifacts are
accompanied by an
articulate
explanation of the
importance of that
particular work.
Themes of learning
are not clearly
identified.
Sources of learning
for potential
learning themes are
not identified or
explained.
None of the
artifacts are
accompanied by an
articulate
explanation of the
importance of that
particular work as it
relates to themes of
learning.
9 points 6 points 3 points 0 points
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Content Relevancy All artifacts and
work samples are
clearly and directly
related to the
themes of the
portfolio.
All of the
components
demonstrate the use
of clear, well
organized, and
accurate written
communication.
Most artifacts and
work samples are
related to the
themes of the
portfolio.
There are only one
or two occurrences
of unorganized,
inaccurate, or
difficult to interpret
written information.
Few artifacts and
work samples are
related to the
themes of the
portfolio.
There are three or
four occurrences of
unorganized,
inaccurate, or
difficult to interpret
written information.
Most artifacts and
work samples are
unrelated to the
themes of the
portfolio.
There are more than
four instances of
unorganized,
inaccurate, or
difficult to interpret
written information.
3 points 2 points 1 point 0 points
Ease of Navigation Major section
headings are clear
and easy to
understand.
Links are logical
and easily followed.
The page has return
links to previous
pages.
Navigation points
(buttons, text,
images, etc.) are
clear and easily to
understand.
Multi-linked pages;
all links work
Major section
headings are clear
and easy to
understand.
Links are logical
and easily followed.
The page has return
links to previous
pages.
Navigation points
(buttons, text,
images, etc.) are
unclear or
confusing.
A few links do not
work
Major section
headings are
unclear or non-
existent.
Links are not
logical and
navigation points
(buttons, text,
images, etc.) are
unclear or
confusing.
No return link is
provided.
Several links do not
work.
Major section
headings are absent.
Links are not
logical and
navigation points
are unclear or
confusing.
Most links do not
work
3 points 2 points 1 point 0 points
Writing Mechanics There are very few
to no errors in
spelling or
punctuation.
Portfolio needs
little or no editing.
Errors in spelling
and punctuation are
minor and few.
Portfolio needs
some editing.
Spelling and
punctuation errors
are evident, but do
not interfere with
communication.
Portfolio needs
much editing.
Spelling and
punctuation errors
are distracting and
interfere with
communication.
Portfolio needs
extensive editing.
3 points 2 points 1 point 0 points
Use of Multi-Media All of the
photographs,
graphics, sound or
video enhance
reflective statements and
Most of the
photographs,
graphics, sound or
video enhance
reflective statements and
A few of the
photographs,
graphics, sound or
video are
inappropriate and no not enhance
reflective
The photographs,
graphics, sounds, or
videos are
inappropriate, do
not enhance reflective
statements or are
321
create interest.
All audio or video
files are edited with
only high quality
shots or sound and
effectively enhance
reflective
statements, create
interest, and are
appropriate
examples for one or
more identified
learning goals. Files
have proper voice
projection,
appropriate
language, and clear
delivery.
Background audio
is kept in balance
and does not
overpower the
primary audio.
Information is
included
concerning the size
of the files when
providing links to
images, sounds,
movies, or other
files.
Creativity and
original ideas
enhance the content
of the portfolio in
an innovative way
create interest.
Most of the audio
or video files are
edited with only
high quality shots
or sound and
effectively enhance
reflective
statements, create
interest, and are
appropriate
examples for one or
more identified
learning goals. Files
have proper voice
projection,
appropriate
language, and clear
delivery.
Background audio
is kept in balance
and does not
overpower the
primary audio.
Information is
included
concerning the size
of most of the files
when providing
links to images,
sounds, movies, or
other files.
Most of the files
show use of
creativity and
original ideas to
enhance the content
of the portfolio.
statements or create
interest.
A few of the audio
or video files are
edited with
inconsistent clarity
or sound (too
loud/too
soft/garbled) and
ineffectively
enhance reflective
statements, do not
create interest, and
are inappropriate
examples for one or
more standards. A
few files have
background audio
that overpowers the
primary audio.
Information is
included
concerning the size
of a few of the files
when providing
links to images,
sounds, movies, or
other files.
Some use of
creativity or
original ideas is
evident that
enhances the
content of the
portfolio.
distracting from the
content.
Audio or video files
are not edited or
exhibit inconsistent
clarity or sound
(too loud/too
soft/garbled) and
ineffectively
enhance reflective
statements. The
audio or video files
are inappropriate
examples for one or
more standards.
The background
audio overpowers
the primary audio.
No information is
included
concerning the size
of files when
providing links to
images, sounds,
movies, or other
files.
No use of creativity
or original ideas is
evident that
enhances the
content of the
portfolio in an
innovative way.
Total: 33 22 11 0
Portfolio Rating Scales:
15 – 33 Point: Pass
Below 15 Points: Fail
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Qualifying Examination (QE) Framework
Purpose:
To ensure doctoral students have mastered basic concepts associated with HRD.
To ensure doctoral students have sufficient cognitive skills to integrate concepts from various
theories toward practical application.
QE Context Questions:
Each student will take a written qualifying examination that consists of essay questions that are
designed to have students synthesize information from core courses. The four-hour examination
will be held once each fall and spring semester in a reserved computer lab. Students will respond
to a general question about HRD that has options for students to choose the parts to which they
wish to respond. The qualifying examination is designed, in part, to ensure that a student has
developed a comprehensive understanding of core concepts, theories, and practices associated
with HRD, and that he or she is able to recall and synthesize the information shared in required
courses. These core concepts, theories, and practices are components of the following required
courses:
EHRD 601: Foundations of HRD
EHRD 612: Training & Development
EHRD 613: Career Development
EHRD 625: Organization Development
EHRD 630: Adult Learning
EHRD 651: Epistemology
While a student may not have taken all of these courses at the time of the exam, the knowledge gained
from those classes the student has taken should inform the responses to the question. Although the student
is not expected to have memorized complete citations, he or she should appropriately reference by name
and date the sources that have informed the response.
On a rotating basis, two HRD faculty per semester will be asked to provide the qualifying examination
context question. The HRD program faculty will approve the qualifying examination question prior to
release to the students taking the exam.
An example of a qualifying examination question is:
Select one of the following current topics:
A. Change
B. Ethics
C. Training
D. Evaluation
Using your definition of Human Resource Development, address the following:
a. Describe the nature or your perceptions of your selected topic.
b. Define the HRD-related issues associated with your selected topic.
323
c. What are 2-3 foundational theories that might inform the issues you have identified?
Why?
d. What are 2-3 HRD interventions that might address the issues you have identified? Why?
e. What are the implications of these potential HRD interventions?
Evaluation of the QE:
Context question responses will be double-blind reviewed by a three-faculty member panel. The
evaluators will provide feedback comments and a positive or negative vote for the exam response. Three
positive votes or two positives votes and one negative vote from the evaluators will constitute a”Pass”.
Two negative votes and one positive vote or three negative votes from the evaluators will constitute a
“Fail”.
Time Frame for the QE:
The Qualifying Examination will take place during the semester(s) in which a student will have
completed between 24 and 36 credit hours by the end of that semester. Students who transfer in 18 or
more credit hours must take the Qualifying Examination within one calendar year and may take up to 18
credit hours during that time.
The Qualifying Examination may be taken once per fall or spring semester. A student must successfully
pass the QE in order to register beyond 36 credit hours. Students may re-take the exam one additional
time during the 24-36 credit hour window.
If a student does not pass the Qualifying Examination on the second attempt, he or she may petition an
HRD faculty panel to retake the examination a third time during the 24-36 credit hour window. This
petition must include a proposal for a remediation plan to maximize the likelihood for successfully
passing the examination. If students do not successfully pass the QE within the 36 credit hour window,
they will be dropped from the PhD program and may be eligible to receive a master’s degree.
324
Ph.D. Qualifying Examination Evaluation Rubric Sheet
Educational Human Resource Development
Exceptional (5)
Good (3-4)
Satisfactory (2)
Inadequate (1)
Comments
Demonstrated an understanding of the theories, concepts, philosophies and principles underlying the field of HRD
Demonstrated knowledge of particular aspects of literature in the field
Provided appropriate and sufficient citations by citing scholars in the field of HRD
Used relevant examples to explain and support the ideas being discussed
Addressed all the major issues in the question
The answers are well
presented and organized in a logical sequence
Total Exam Score:
Pass/Fail Recommendation
Comments
_______ Pass (Minimum 18
pts)
_______ Fail (Comments Required)
325
Preliminary Examination Process
Adult Education & HRD Program
The preliminary examination consists of both a written and oral portion. All written portions of
the examination must be taken within a 4-week period. Students planning to take the written
portion of their preliminary examination are encouraged to work closely with their major
advisor(s) and dissertation committee members to adhere to this requirement.
According to the guidelines in the EAHR Department Doctoral Student Handbook
(http://eahr.tamu.edu/articles/graduate_handbook) guidelines, students may take the preliminary
examination within approximately six credit hours of completing the fixed credit coursework
(681, 690, and 691 courses are not included). A student may not register for EHRD 691 hours
until the preliminary examination has been completed.
1. Scheduling of the Examination
It is the responsibility of the student to work with his/her major professor, the dissertation
committee members, and the advising office to schedule the examination. Preliminary
examinations can only be scheduled during fall and spring semesters and not during summer.
2. Content of the Examination
After conferring with the dissertation chair(s), the student should consult with the committee
members to determine the question format and content area each member will cover in their
questions.
2a. Content of the Examination for HRD students
Because of the implementation of the Qualifying Examination for those students admitted to the
PhD program beginning in Fall 2008, some students will have taken the Qualifying Examination
and others will not. The purpose of the Qualifying Examination is, in part, to ensure that students
are familiar with the Foundations of HRD. Thus, the Preliminary Examination will cover
different topical areas for those who did or did not take the Qualifying Examination.
For students who were not required to take the Qualifying Examination, the areas to be covered
in the preliminary examination are:
Research: To demonstrate an understanding of research methods (qualitative,
quantitative, or both) that are likely to be used in the student’s future research.
Foundations of HRD: To demonstrate an understanding of the foundations of HRD, in
particular as they relate to the student’s specialization associated with his/her future
research.
326
Theory: To demonstrate an understanding of the various theories, and the integration of
those theories, associated with the student’s specialization that may inform the student’s
future research.
Practice: To demonstrate an understanding of the practical application of theories and
methods associated with the student’s specialization area.
For students who did take the Qualifying Examination, the areas to be covered in the preliminary
examination are:
Research: To demonstrate an understanding of research methods (qualitative,
quantitative, or both) that are likely to be used in the student’s future research.
Theory: To demonstrate an understanding of the various theories, and the integration of
those theories, associated with the student’s specialization that may inform the student’s
future research.
Practice: To demonstrate an understanding of the practical application of theories and
methods associated with the student’s specialization area.
2b. Content of Examination for Adult Education Students
For students in the adult education specialization, the areas to be covered in the preliminary
examination are:
o Adult Education Foundations, Adult Learning Theories, Philosophies of
Adult Education: To demonstrate an understanding of the foundations of adult education,
in particular as they relate to the student’s specialization associated with his/her future
research.
o Research Methods, Methodology: To demonstrate an understanding of
research methods (qualitative, quantitative, or both) that are likely to be used in the
student’s future research.
o Application to Practice or Outside Emphasis: To demonstrate an
understanding of the practical application of theories and methods associated with the
student’s specialization area.
o Issues of Diversity, Social Justice, Globalization: To demonstrate an
understanding of how issues of diversity, social justice, and globalization relate to the
field of adult education.
3. Format of the Preliminary Examination
The preliminary examination may include both proctored and take home written examination formats.
Proctored written examination format – Candidates will be required to respond in a 4-hour block
of time. Candidates will need to arrange with academic advising office and the committee
member posing the question(s) for the written exam to be on campus on the day of the
examination.
327
Take home examination –For take home questions, committee members will e-mail their
questions to the student and cc the chair 5 weeks prior to the oral examination. This allows
the student 4 weeks to write the exam and committee members 1 week to read the answers
before the oral examination. Students are expected to write a 12-15 page response for each
question.
4. Submission of Written Examinations and Feedback
For the proctored written examination, the answers are due at the end of the 4 hours.
For take home questions, answers are due 1 week prior to the oral examination date. The file name for
each response should be clearly labeled with the area of examination and the name of committee member
who asked the question (e.g., Practice.Egan or Research.Tolson). The student should send an electronic
version of all of the written responses to all dissertation committee members. If the committee
member requests a hard copy of the response to his or her question, also provide a hard copy of the
response to that committee member’s question. All committee members have up to one week to read
the answers to their question(s); the responses to the other committee members’ questions are for
information purposes only.
Committee members should notify the chair whether the student’s response was satisfactory or
unsatisfactory no later than 2 days prior to the oral examination. Each written examination must be
completed and reported as satisfactory to the chair of the advisory committee before the oral portion
of the examination may be held. In case any written examination is reported as unsatisfactory, the
entire advisory committee must agree (1) to proceed with the oral portion of the examination, or (2)
to adopt another course of action regarding the unsatisfactory written examination.
5. Oral Examination
Prior to the actual oral date of the examination, students are encouraged to consult with all members
of their committees regarding the student’s performance on the proctored/take home written
examinations. Some committee members choose to provide feedback at this point, and others do not;
this is left to the committee members’ discretion.
According to the Office of Graduate Studies, the candidate is considered to have passed the
examination if the entire committee members present vote yes or if there is only one negative vote. If
the candidate receives two or more negative votes, he/she will be required to retake the oral
examination.
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Prelim Exam Checklist
3 months prior to proposed oral examination date
________ Check with the advising office to ensure you meet eligibility requirements to take the
preliminary exam
________ Coordinate with your advisor about desiring to take the preliminary exam
________ Coordinate with each committee member to select a date and time for the oral exam
________ Notify entire committee via email of the date and time selected for the oral exam
________ Coordinate with the advising office to schedule a room for the oral examination.
2 months prior to oral examination date
________ Remind chair to send out preliminary examination guidelines to committee
________ Select which committee member will ask each topical area (research, theory, foundations, or
practice, as applicable) on the examination
________ Ask each committee member if they will use the proctored or take home format
_________ Coordinate with the advising office and the relevant committee member(s) to schedule a time
and location for any proctored examinations
________ Send a brief paragraph that describes your potential research topic to your committee members
to serve as a refresher to help them craft your examination questions
6 weeks prior to oral examination date
________ Coordinate with each committee member about the area they will cover for the examination
________ Remind committee members of the date take home examination questions need to be delivered
to the student
4 weeks prior to oral examination date
________ Ensure all questions have been received from committee members (For the take home
examination)
________ Notify chair if some questions have not been received
1 week prior to oral examination date
329
________ Deliver all responses to all committee members
________ Coordinate with several fellow students to help you hold a ‘mock’ preliminary examination to
help you prepare for the oral examination with your committee
2 days prior to oral examination date
________ Send out reminder e-mail notice to entire committee with date, time, and location of the oral
exam (it wouldn’t hurt to attach your responses again!)
________ Contact each committee member to ask if he/she has any feedback for you regarding the
written examination in preparation for the oral examination.
Oral examination date
________ Arrive early to ensure access to the room and to ensure the room is set up (especially if you
plan to use technology)
________ Do a great job on your oral exam!
Course Descriptions
Educational Administration (EDAD)
601. College Teaching. (3-0). Credit 3. Initial preparation for instruction at the college level; focuses on the basic
skills, strategies and issues common to university teaching. Open to graduate students committed to teaching in any
area at the college level.
602. The Community College. (3-0). Credit 3. Theoretical and practical knowledge of the American community
college with emphasis on the history, purposes, programs, and personnel within these institutional contexts.
Prerequisite: Graduate classification.
603. Advanced Student Development Theory. (3-0). Credit 3. Advanced study of the nature, needs and
characteristics of American college students; developmental tasks, peer group relations and impact of college
environment on student development; research from behavioral sciences. Prerequisites: EDAD 669; graduate
classification.
604. The Elementary School Principalship. (3-0). Credit 3. Role of elementary school principal in organization
and administration of elementary schools; management of instruction, educational program planning, legal
problems, evaluation and reading programs. Prerequisites: Graduate classification.
605. The Secondary School Principalship. (3-0). Credit 3. Role of principal in the organization of junior and
senior high schools; preparation for instructional management, program planning, evaluation and scheduling.
Prerequisites: Graduate classification.
606. Instructional Leadership Development Training. (3-0). Credit 3. Using an interactive format and data from
a simulated Texas school, students will become adept in basic tenets and requirements of the principalship: 1) data-
driven decision-making; 2) curriculum, instruction, and assessment; 3) supervision; 4) professional development; 5)
organizational management; and 6) community partnerships and communication. Prerequisite: Graduate
classification.
607. Strategic Management of Technology in Educational Systems. (3-0). Credit 3. Provides a systemic
330
approach to leadership in the management of technology for school districts and campuses and
enables them to model effective utilization of technology. Prerequisite: Graduate classification.
608. K-12 School Finance and Budgeting. (3-0). Credit 3. Language of education fi nance and budgeting;
purposes and uses of policy and management strategies; traditions of framing research questions
and designing studies; accepted procedures for generating, analyzing, and interpreting issues related to
school fi nance and budgeting administration. Prerequisite: Graduate classification.
609. Public School Laws. (3-0). Credit 3. Constitutional provisions, statutory laws, court decisions and
regulations governing public schools with special reference to Texas and federal relationships.
610. Higher Education Law. (3-0). Credit 3. Legal aspects of administration in institutions of higher
education; statutes and case law related to liability, due process, student rights, admission, employee
relations and property use. Prerequisite: Graduate classification.
611. Higher Education Business and Finance. (3-0). Credit 3. Business management and financial aspects
of administration in higher education; federal and state funding, institutional planning, budgeting and controlling,
sources of fi nancial support and business operations in higher education. Prerequisite: Graduate classification.
612. Policy Issues in the Administration of Higher Education. (3-0). Credit 3. Examination of conflicting
positions on policy issues of importance in higher education and their direct implications for
participants. Prerequisite: Graduate classifi cation.
613. Educational Facilities Planning. (1-6). Credit 3. Present and future building and equipment needs
of school units; effi ciency of present plant, operation and maintenance, planning building program; fi eld
work as part of a group school plant study.
615. School Superintendency. (3-0). Credit 3. Examination of the role of the superintendent of schools as
the chief educational offi cer of the local school district; major emphasis on the functions and relationships
of the superintendent. Prerequisite: EDAD 604 or EDAD 605 or approval of instructor.
616. Administration of Staff Personnel. (3-0). Credit 3. Personnel organization and administration in
school systems; relationship of individual to organization; organizational health, staffi ng, remuneration,
appraisal, ethics, security, inservice and negotiations.
617. African American School Desegregation. (3-0). Credit 3. History of African American education
through the lens of school desegregation; Brown v. Board of Education decision, including the conditions
and actions that led to the ruling; the ensuing era of implementation; relevance of Brown for our
schools today. Prerequisite: Graduate classifi cation.
618. Educational Administration in Cross Cultural Environments. (3-0). Credit 3. Designed to provide
educational administrators insights and background into the life styles, values and aspirations of
minority Americans as related to the administrative process.
619. Contemporary Dimensions of Administering Urban Schools. (3-0). Credit 3. Causes and consequences
of racial and socio-economic isolation, impact of school desegregation, urban school politics,
alternatives for urban schools, decentralization, community control, urban population trends and housing
patterns.
620. Educational Program Evaluation. (3-0). Credit 3. Theory and practice of evaluation of instructional
programs including research methods and design strategies to measure program outcomes; skills to
evaluate personnel and projects included as components of evaluation models and management of educational
evaluation functions. Open to all graduate students in education.
621. Futurism and Global Change. (3-0). Credit 3. Intriguing ideas, concepts and challenges for the fi eld
of futurism and planning in a global setting; community and social educational planning techniques and
future methodologies.
378 Course Descriptions/Educational Administration
622. Designing and Managing Quality Educational Systems. (3-0). Credit 3. Fundamental theory and
principles of quality in the design and management of educational systems; the role of processes in
improving educational organizations and in process-based management; principles and techniques of
continuous quality improvement and the use of quality tools to understand, analyze and improve educational
systems and processes. Prerequisite: Graduate classifi cation.
623. Advanced Fieldwork Methods. (3-0). Credit 3. To explore by conducting exemplary fi eld examples,
331
qualitative methods, their strengths and weaknesses; to learn how to keep and utilize ethnographic refl
exive journals and methodological logs; and to understand the methodological decision points which
indicate one method which may be preferable to another. Prerequisite: EDAD 690 or approval of instructor.
624. Administration of Special Populations and Special Programs. (3-0). Credit 3. Administration of
special educational programs for special populations of students originating at the national, state and
local levels of PreK-12 educational settings. Prerequisite: Graduate classifi cation.
625. Personnel Law. (3-0). Credit 3. Legal aspects of personnel administration, personal and academic
freedoms, and administration of student discipline in public schools; statutes and case law related to due
process, liability, employee rights, student rights and governance. Prerequisite: Graduate classifi cation.
626. Advanced Models for Managing High Performing Educational Systems. (3-0). Credit 3. Systems
approach to designing and managing quality/high performing educational organizations with emphasis
on systems theory, system dynamics and systems modeling; application of the Malcolm Baldrige National
Quality Criteria for Performance Excellence as a systemic framework for managing change and
achieving high performance in educational organizations. Prerequisite: EDAD 622.
627. Case Studies in Higher Education Administration. (3-0). Credit 3. Management of institutions of
higher education through case studies, simulations, problem solving exercises, and in-basket activities;
analysis, synthesis and evaluation of variables and decisions in administering the academic enterprise;
understanding of process and content issues in administering higher education institutions. Prerequisite:
Graduate classifi cation.
628. Advanced Legal Issues in Higher Education. (3-0). Credit 3. Legal issues associated with student
affairs and higher education administration; understand establishment and maintenance of relationship
with university attorneys and offi ce of general counsel. Prerequisites: EDAD 610 or equivalent, graduate
classifi cation.
630. Site-Based Management of Schools. (3-0). Credit 3. Examination of theory and social forces leading
to site-based management of schools, establishment of campus leadership teams; setting and monitoring
campus goals; interaction with community and social agencies. Prerequisite: Graduate classifi cation.
631. Student Affairs Functions. (3-0). Credit 3. Introduction to student affairs administration in higher
education programs; includes the history of student affairs administration and the philosophical foundations
of student affairs work.
635. Administration for Special Services. (3-0). Credit 3. To help administrators, counselors, supervisors
and teachers develop an understanding of functions, operation and evaluation of special services which
support the educational program; individual study of content and on-site evaluations of organization
and administration of school services programs.
637. Administration of Change in Educational Organizations. (3-0). Credit 3. Relationships among
individual and group behaviors; roles of administrators; on-site analysis of educational organizations
and change principles.
638. Developing School-Community Partnerships. (3-0). Credit 3. Current educational issues affecting
public education; merging and alternative models of community education.
639. Foundations of Educational Administration. (3-0). Credit 3. Selected historical, philosophical and
sociological foundations and developmental dimensions of educational administration.
641. Community Education. (3-0). Credit 3. Structure, purpose and strategies of community education as
they relate to public school administration.
650. Professional Development in Higher Education. (3-0). Credit 3. An introduction to organizational,
faculty and instructional development in higher education; emphasis on research and theoretical
foundations and major issues connected with teaching and learning in higher education. Prerequisite:
Graduate classifi cation.
Course Descriptions/Educational Administration 379
651. Education Finance and Economics. (2-2). Credit 3. Interdisciplinary applications of historical and
current education fi nance and economics of education research principles and procedures as a means to
improve development, analysis, administration evaluation, and improvement of educational programs;
policy and organizations. Prerequisite: EDAD 608 or approval of instructor.
652. Politics of Education. (3-0). Credit 3. Interdisciplinary survey course using various fi elds in political
science, comparative government, and American and state history; interrelationships of educational
administration to political organizations.
653. Organizational Theory and Leadership in Education. (3-0). Credit 3. Analyzes the relationship
between administrative theory and practice by utilizing the literature in organizational theory and administrative
332
leadership behavior and applying the concepts to administrative practice in PreK-higher
educational settings; case studies, debates, simulations and role playing will be utilized to supplement
lectures and discussions. Prerequisite: Master’s degree or approval of instructor.
654. Organizational Learning. (3-0). Credit 3. Focuses on developing the abilities of professionals in
educational institutions and other organizations to analyze learning as an organizational function and
to develop strategies to enhance organizational learning in those organizations.
655. Administration of Higher Education. (3-0). Credit 3. Survey of management principles in higher
education; functions in delegation, direction, operation, governance and fi nancing applied to postsecondary
institutions.
657. Financial Resource Development in Higher Education. (3-0). Credit 3. Complete survey of the
fi eld of fund raising in higher education in the United States; examination of approaches to annual,
capital and planned giving; the administration and public relations aspect of educational fund raising.
Prerequisite: Graduate classifi cation.
658. Assessment and Intervention in Student Affairs. (3-0). Credit 3. Understanding of assessment,
evaluation and research in student affairs; familiarity with existing assessment instruments for students,
services, programs and facilities; understanding importance of maintaining high standards of ethics and
integrity in assessment of student affairs. Prerequisite: Graduate classifi cation or approval of instructor.
669. The College Student. (3-0). Credit 3. Nature, needs and characteristics of American college students;
developmental tasks, peer group relations and impact of college environment on student development.
Research from behavioral sciences.
670. Student Affairs Administration in Higher Education. (3-0). Credit 3. Student affairs administration
in higher education; principles, philosophy and major theoretical issues; organization and administration
theory.
671. Research in Student Affairs. (3-0). Credit 3. To be the capstone of two years of study and practice in
the area of student affairs administration; to integrate the courses already taken and emphasize the role
of research and evaluation in professional practice; to explore research methods, exemplary research
published in journals and books. Prerequisite: Graduate classifi cation.
683. Field Practicum in Student Affairs Administration in Higher Education. Credit 1 to 6. Supervised
experience in professional employment settings in educational administration; practical experiences
and activities in student affairs administration in higher education supervised by departmental
faculty. Prerequisite: Approval of instructor.
684. Internship. Credit 1 to 6. Designed to give the prospective educational administrator job related experience
under supervision in an educational setting appropriate to the selected roles in administration
indicated below. Prerequisites are determined by each specifi c degree, certifi cation or program requirements.
A maximum of 6 hours credit may be earned in each internship. Prior approval required. Selected
roles include: a) Community Educator, b) College Administrator, c) Middle Administrator, d) School
Superintendent.
685. Directed Studies. Credit 1 to 4 each semester. Directed individual study of elected problem in fi eld
of educational administration. Prerequisite: Approval of instructor.
687. Proseminar: Principles of Professional Practice in Education. (3-0). Credit 3. Exploration of major
principles and hallmarks of professional practices in the fi eld of education; foundations for effective
decision making and leadership in diverse settings examined; team taught.
688. Proseminar: Analysis of Critical Issues in Education. (3-0). Credit 3. Exploration of a critical issue
in the fi eld of education from an interdisciplinary perspective; skills developed in analyzing an issue,
exploring its impact upon diverse educational settings, formulating positions and seeking alternative
solutions; team taught.
380 Course Descriptions/Educational Administration
689. Special Topics in... Credit 1 to 4. Selected topics in an identifi ed area of educational administration.
May be repeated for credit.
690. Theory of Educational Administration Research. Credit 3 to 6. Theory and design of research and
inquiry in various applications of models and research procedures including quantitative analyses, naturalistic
inquiry, research design and preparation of research proposals, as they relate to the discipline of
educational administration. Prerequisite: EHRD 651 or equivalent.
691. Research. Credit 1 or more each semester. Research for thesis or dissertation.
692. Professional Study. Credit 1 or more each semester. Approved professional study of project undertaken
for doctor of education degree. Preparation of a record of study summarizing the rationale,
333
procedure and results of the completed project. Prerequisite: Approval of major advisor.
334
APPENDICES FOR UNDERGRADUTE HRD/TCM PROGRAM
Undergraduate Program Course Offerings
EHRD 101 - INTRO LDSHP DEV HGHR EDU
Introduction to Leadership Development in Higher Education. (1-0). Credit 1. Exploration of leadership definitions and models focusing on leadership as a relational process; examination of the "how" and "why" and the interplay of relationships between leadership and the environment; discussion of complex organizations, community-building, and importance of coalitions; introduction of concept of renewal and maintaining a dynamic state. 1.000 Credit hours 1.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 291 - RESEARCH
Research. Credit 1 to 4. Research conducted under the direction of faculty member in educational human resource development. May be repeated 2 times for credit. Prerequisites: Freshman or sophomore classification and approval of instructor. 1.000 TO 4.000 Credit hours 1.000 TO 4.000 Other hours Levels: Graduate, Undergraduate Schedule Types: Independent Study, Lecture, Lecture and Laboratory, Practicum, Research Educ Admn & Human Resource Dev Department Course Attributes: 3peat Exclusion
EHRD 303 - FOUNDATIONS HR DEV
Foundations of Human Resource Development. (3-0). Credit 3. Overview of the discipline and field of human resource development focus on how individuals and groups learn and interact with organizations including motivation, group dynamics, system theory, organizational culture, learning and change. Not intended for majors in business. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture
335
Educ Admn & Human Resource Dev Department
EHRD 371 - APP LEARNING PRINCIPLES
Applied Learning Principles. (3-0). Credit 3. The overarching purpose of the course is to influence adult educators to make more intentional choices toward developmental growth in their work with adult learners; focus on adult learning theories and work strategies; meets writing intensive course requirement. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 372 - TRAINING & DEV IN HRD
Training and Development in HRD. (3-0). Credit 3. Theory and applications of training and development in organizations; focus on rapid changes in technology, alterations in the cultures of organizations, dynamic market conditions, and the need for information sharing, planning for ongoing skill development in the for-profit and non-profit sectors. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 374 - ORGANIZATIONAL DEVELOPMT
Organizational Development. (3-0). Credit 3. Introduction to major theories, concepts, skills and techniques for organization development in business and industry, education and the public sector. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 391 - MEASURE & EVAL IN HRD
Measurement and Evaluation in HRD. (3-0). Credit 3. Measurement and evaluation techniques in the field of Human Resource Development; emphasis on understanding, calculation, and application of basic testing, assessment, and interpretation methods. Prerequisites: Junior or senior classification or approval of instructor; MATH 141 and MATH 142. 3.000 Credit hours 3.000 Lecture hours
336
Levels: Graduate, Undergraduate Schedule Types: Lecture Division Undeclared Division Educ Admn & Human Resource Dev Department
EHRD 405 - LEADERSHIP IN HRD
Principles and Practices of Leadership in HRD. (3-0). Credit 3. Theories and concepts associated with learning in individuals and organizations; overview of leadership theories and learning theories within a context of developing leadership programs. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 408 - GLOBAL DIV IN WORKPLACE
Globalization and Diversity in the Workplace. (3-0). Credit 3. Assist learners in the identification and understanding of globalization and diversity issues in learning, work and community; exploration of current issues, theories, trends and policy issues. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Division Undeclared Division Educ Admn & Human Resource Dev Department Course Attributes: 090, Univ Req-Int'l&Cult Div (UICD)
EHRD 465 - TV PROD FOR TRN & DEV
Television Production for Training and Development. (3-0). Credit 3. Development of knowledge and skills towards the application of television production techniques in public education and corporate training settings; focus on practices, techniques, and tools for managers of training and development. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
337
EHRD 473 - DIST LEARNING APPS
Distance Learning Applications. (3-0). Credit 3. Application of distance learning principles to educational and training settings via a variety of distance learning modalities. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 474 - DIST NETWORKING FOR T&D
Distance Networking for Training and Development. (3-0). Credit 3. Development of knowledge towards application of telecommunication networking in public education and corporate training settings; technical alternatives for delivery of subject matter for educators and trainers. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 475 - MULTIMEDIA DEV FOR T&I
Multimedia Development for Training and Instruction. (3-0). Credit 3. Introduction to the development of multimedia as it applies to training and development; examine the application of multimedia principles to educational and training settings for both "face-to-face" and distance applications. Prerequisites: Junior or senior classification; or approval of instructor; ISYS 209 or approved substitution. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 476 - MANAGING TECH NETWORKS
Managing Technical Networks. (3-0). Credit 3. Development of knowledge and skills towards the application of technical network management in public education and corporate training settings; focus on practices, techniques and tools for managers of technical networks. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate
338
Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 477 - PROJECT MGMT IN ORG
Project Management in Organizations. (3-0). Credit 3. Application of principles of project management in organizations; focus on the development of project proposals, project planning using project management software; management of project personnel and resources. Prerequisite: Junior or senior classification or approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 479 - GRANTS AND CONTRACTS
Grants and Contracts. (3-0). Credit 3. Identify funding sources that support research and development activities; identify methods of securing funding; study state, national and private funding sources and how to become successful in submitting to each; complete a proposal to a funding agency and a management plan for a funded project. Prerequisites: Junior or senior classification and approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture Educ Admn & Human Resource Dev Department
EHRD 481 - HR DEV SEM IN CAREER DEV
Human Resource Development Seminar in Career Development. (3-0). Credit 3. Transition from an academic environment to a professional business environment; preparation of an individual professional portfolio; steps in searching and securing an internship position. Prerequisites: Junior or senior classification; admitted to professional phase; or approval of instructor. 3.000 Credit hours 3.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture, Seminar Educ Admn & Human Resource Dev Department Course Attributes: LMTD, 3peat Exclusion
EHRD 484 - PROFESSIONAL INTERNSHIP
Professional Internship. Credit 1 to 12. Directed internship in an organization to provide students
339
with a learning experience supervised by professionals in organizational settings appropriate to the student's professional objectives; meets writing intensive course requirement. Prerequisites: Senior classification and approval of instructor, admitted to professional phase, EHRD 481, EHRD 491. 12.000 Credit hours Levels: Graduate, Undergraduate Schedule Types: Independent Study, Lecture, Lecture and Laboratory, Practicum, Research Educ Admn & Human Resource Dev Department Course Attributes: 3peat Exclusion
EHRD 485 - DIRECTED STUDIES
Directed Studies. Credit 1 to 12 each semester. Directed readings or research problems in industrial education. Term report required. Prerequisite: Approval of department head. 1.000 TO 12.000 Credit hours 1.000 TO 12.000 Other hours Levels: Graduate, Undergraduate Schedule Types: Independent Study, Lecture, Lecture and Laboratory, Practicum, Research Educ Admn & Human Resource Dev Department Course Attributes: LMTD, 3peat Exclusion
EHRD 489 - SPECIAL TOPICS IN
Special Topics in... Credit 1 to 4. Selected topics in an identified area of industrial education. May be repeated for credit. Prerequisite: Approval of instructor. 1.000 TO 4.000 Credit hours 1.000 TO 4.000 Lecture hours Levels: Graduate, Undergraduate Schedule Types: Lecture, Lecture and Laboratory Educ Admn & Human Resource Dev Department Course Attributes: 3peat Exclusion
EHRD 491 - RESEARCH IN HRD
Research in Human Resource Development. Credit 1 to 4. Overview of various types of investigative techniques currently employed in human resource development (HRD) including the context of HRD research, planning HRD research, styles of HRD research, and strategies for data collection and researching. May be repeated 2 times for credit. Prerequisites: Junior or senior classification; approval of instructor; admitted to professional phase, EHRD 391.
340
3 Credit hours Levels: Graduate, Undergraduate Schedule Types: Independent Study, Lecture, Lecture and Laboratory, Practicum, Research Educ Admn & Human Resource Dev Department Course Attributes: LMTD, 3peat Exclusion
Blinn Courses Part of TAMU Technology Management – Blinn College Articulation Agreement ITSC 1325 Personal Computer Hardware Current personal computer hardware including assembly, upgrading, setup, configuration and troubleshooting. Directed elective; 3 Credit hours ITNW 1325 Fundamentals of Networking Technologies (Substitute for EHRD 474) Instruction in networking technologies and their implementation. Topics include the OSI reference model, network protocols, transmission media, and networking hardware and software. This course is Service Learning designated. Substitute for EHRD 474; 3 Credit hours ITSE 2409 Database Programming Database development using database programming techniques emphasizing database structures, modeling, and database access. This course is Service Learning designated. Substitute for Computer Programming Requirement; 4 Credit hours ITNW 2435 Network Troubleshooting and Support (Substitute for EHRD 476) Troubleshoot and support networks with emphasis on solving real world problems in a hands-on environment. Topics include troubleshooting and research techniques, available resources, and network management hard/software. Substitute for EHRD 476; 3 Credit hours
341
Bachelor of Science in Human Resource Development Degree Plan
FRESHMAN YEAR First Semester Cr TCCN Second Semester Cr TCCN
ENGL 104 Comp. and Rhetoric 3 ENGL1301 HIST 106 History of the U.S. 3 HIST1302
HIST 105 History of the U.S. 3 HIST1301 Social and behavioral sciences elective 1 3 See catalog
Visual and performing arts elective 1 3 See catalog POLS 207 State and Local Govt. 3 GOVT2306
POLS 206 American Natl. Govt. 3 GOVT2305 MATH 142 Business Math II 3 MATH1325
MATH 141 Business Math I 3 MATH1324 Natural science elective 1 4 BIOL1406/CHEM14011
KINE 198 Health and Fitness Activity 1 KINE 199 Required Physical Activity 1
16 17
SOPHOMORE YEAR First Semester Cr TCCN Second Semester Cr TCCN
MGMT 209 Business, Govt. and Society 3 BUSI2371 (Blinn College only)
COMM 203 Public Speaking 3 SPCH1315
PHIL 205 Tech. and Human Values or PHIL 251 Intro. to Philosophy
3 PHIL1301 ISYS 209 Business Info Systems Concepts 3
Humanities elective 1 3 See catalog ACCT 209 Survey of Acct. Principles 3 ACCT2301
Natural science elective 1 4 GEOL14031 EHRD 303 Foundations of HR Development 3
Elective 2 3 See advisor Elective 2 2 See advisor
16 14
JUNIOR YEAR First Semester Cr Second Semester Cr
EHRD 391 Measurement & Evaluation in HRD or STAT 303 Statistical Methods 2
3 EHRD 374 Organization Development (Spring only)
3
Professional Communication - COMM 315, 320 or 335 3 EHRD 473 Intro. to Distance Learning 3
EHRD 371 Applied Learning Principles 4 3 ENGL 210 or 301 Sci. and Tech. Writing 3 ENGL2311
EHRD 372 Training and Development in Human Resource Development (Fall only)
3 MGMT 309 Survey of Management 3
FINC 409 Survey of Finance Principles 3 EHRD 481 Seminar 7 3
15 15
SENIOR YEAR First Semester Cr Second Semester Cr
EHRD 475 Multimedia Development for Training and Instruction
3 EHRD 484 Professional Internship 3, 4, 6, 7 12
EHRD 405 Prin. and Practices of Leadership in Human Resource Development
3 12
EHRD 491 Research 5,7 3
342
MKTG 409 Intro. to Marketing 3
PSYC 351, 352, 353 Organizational Psychology or EHRD 408 Diversity Issues in HRD
3
15
Total Hours 120
ICD Credit* - (3) hours ICD Credit* - (3) hours
1. To be selected from University Core Curriculum 2. To be chosen in consultation with academic advisor 3. Prerequisite EHRD 481 Human Resource Development Seminar 4. Writing Intensive course requirement 5. Prerequisite STAT 6. Prerequisite EHRD 491 Research in HRD 7. Professional Phase
Students must have completed 60 hours to register for 300/400 level courses *Six hours of International and Cultural Diversity (ICD) are required. Selection must be from courses on the approved list. Selection can be courses that also satisfy the requirement for social and behavioral sciences, visual and performing arts, humanities, or electives. Foreign Language Requirement –
2 years same foreign language in high school OR 1 full year (two semesters) of same foreign language in college
Technology Management Degree Plan
FRESHMAN YEAR First Semester Cr TCCN Second Semester Cr TCCN
ENGL 104 Comp. and Rhetoric 3 ENGL1301 HIST 106 History of the U.S. 3 HIST1302
HIST 105 History of the U.S. 3 HIST1301 Social and behavioral sciences
elective 1 3
See catalog
Visual and performing arts elective 1 3 See
catalog POLS 207 State and Local Govt. 3
GOVT2306
POLS 206 American Natl. Govt. 3 GOVT2305 MATH 142 Business Math II 3 MATH1325
MATH 141 Business Math I 3 MATH1324 Natural science elective 1 4 BIOL1406/CHEM14011
KINE 198 Health and Fitness Activity 1 KINE 199 Required Physical Activity 1
16 17
SOPHOMORE YEAR First Semester Cr TCCN Second Semester Cr TCCN
MGMT 209 Business, Govt. and Society 3 BUSI2371 (Blinn College
COMM 203 Public Speaking 3 SPCH1315
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Only)
Directed Elective ITSC 1325 Personal Computer Hardware
(Blinn Only) 8 3
ITSC1325 (Blinn College
Only)
ISYS 209 Business Info. System Concepts 3
PHIL 205 Tech. and Human Values or
PHIL 251 Intro. to Philosophy 3 PHIL1301 ACCT 209 Survey of Acct. Principles 3
ACCT2301
Humanities elective 1 3 See catalog Electives 1 3 See advisor
Natural science elective 1 4 GEOL14031
ITNW 1325 Fundamentals of Networking (Blinn Only) Replaces - (EHRD 474 Distance Networking for
Training and Development) 10
3
ITNW 1325 (Blinn College only)
16 15
JUNIOR YEAR First Semester Cr Second Semester Cr TCCN
EHRD 371 Applied Learning Principles 4 3 EHRD 475 Multimedia Development for
Training and Instruction 3
EHRD 473 Intro. to Distance Learning 3
ITNW 2435 Network Troubleshooting and support (Blinn Only) Replaces - EHRD 476 Managing Technical Networks
(Blinn Only) 11
4
ITNW 2435 (Blinn College
Only)
CSCE 110 Programming or
CSCE 206 Structured Programming in C
Or
ITSE 2409 Intro to Database Programming (Blinn Only) 9
4
ITSE2409 (Blinn College
Only)
EHRD 479 Contracts and Grants
(Spring only) 3
EHRD 391 Measurement & Evaluation in HRD or
STAT 303 Statistical Methods 3 ENGL 210 or 301 Sci. and Tech. Writing 3
ENGL 2311
FINC 409 Survey of Finance Principles 3 MGMT 309 Survey of Management 3
16 16
SENIOR YEAR First Semester Cr Second Semester Cr
EHRD 477 Project Management in Org. (Fall Only) 3 EHRD 484 Professional Internship 3, 4, 6,7 12
EHRD 491 Research,5,7 3 12
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MKTG 409 Intro. to Marketing 3
EHRD 481 Seminar 7 3
12 Total 120
8. To be selected from University Core Curriculum 9. To be chosen in consultation with academic advisor 10. Prerequisite EHRD 481 Human Resource Development Seminar 11. Writing Intensive course requirement 12. Prerequisite STAT 13. Prerequisite EHRD 491 Research in HRD 14. Professional Phase
Blinn College Technology Management Articulation Agreement
15. Blinn College ITSC 1325 Personal Computer Hardware/Software 16. Blinn College ITSE 2409 Intro to Databases 17. Blinn College 1355 Fundamentals of Networking 18. Blinn College 2435 Network Troubleshooting and Support
Students must have completed 60 hours to register for 300/400 level EHRD courses
*Six hours of International and Cultural Diversity are required by Texas A&M University. Selection must be from courses on the approved list. Selection can be courses that also satisfy the requirement for social and behavioral sciences, visual and performing arts, humanities, or electives.
Foreign Language Requirement –
2 years same foreign language in high school OR 1 full year (two semesters) of same foreign language in college
ICD Credit* - (3) hours ICD Credit* - (3) hours
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INTERNSHIP REQUIREMENTS
[Revised January 15, 2012]
General:
Every student in degree programs of Human Resource Development (HRDV) and Technology Management (TCMG) must complete an internship. The student must complete the following course:
EHRD 484 [400-hour work program required, 12 credits].
Pre-requisites: EHRD 481 – HR Development Seminar in Career Development, 3 credits
EHRD 491- Research in HRD, 3 credits Professional Phase
It is required that students schedule their internship upon completion of all coursework. This would be the student’s final semester at Texas A&M University. Internships may only be satisfied by continuous employment or engagement with a single employer for the duration required by the course curriculum.
Each student is required to find his/her internship assignment and to negotiate the terms and conditions of his/her internship with the employer. Students may only use an employer who is willing to complete a Master Internship Agreement with Texas A&M University. The student must complete an Individual Internship Agreement and have approval by the Faculty Internship Coordinator BEFORE beginning an internship. The Master Internship Agreement will be executed between TAMU and the company.
The internship experience is intended to enhance classroom learning with a related, meaningful work experience. During the internship, the student should seek exposure to multiple management processes and business experiences. Specific experiences shall be negotiated between the student and the company and approved by the Internship Coordinator.
Students are required to complete at least 400 hours of work documented in the Daily Logs and at least 15 weeks for fall/spring enrollment and 10 weeks for summer enrollment. Student Requirements: Registration and Tuition
1. Registration. a. Student must be a U-4/ Senior classification in order to register for this class b. During the semester that a student is interning, they will register for EHRD 484
Professional Internship (12 hours) only. c. If the internship site is within 50 miles of College Station, the student will register
for the local section of EHRD 484. d. If the internship site is over 50 miles from College Station, the student will
register for the inabsentia section of EHRD 484. e. If for some reason a student needs to take an additional course while on
internship, a Request for a Waiver to the 12-hour rule to take one 3-hour courses must be submitted and approved prior to registration. The rationale for the ruling is to help the student be totally committed to the activities of the internship. It is
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also necessary to carefully plan and execute the degree plan with the academic advisor.
f. The internship may be paid or unpaid. 2. Flat Rate Tuition and Internship
a. If the student is taking EHRD 484 in their last semester before graduation in fall or spring semesters, flat rate tuition on 15 hours will be charged at the time of registration and will be adjusted prior to graduation.
b. If the student is taking EHRD 484 in the summer, they will be charged for 12 hours. Student Requirements:
1. STUDENTS ARE REQUIRED TO KEEP COPIES OF ALL DOCUMENTS PERTAINING TO THEIR INTERNSHIP UNTIL THEY HAVE SUCCESSFULLY RECEIVED CREDIT FOR A COMPLETED INTERNSHIP.
2. Students are responsible for checking their TAMU Neo mail and WebCT/Blackboard Vista Mail regularly. Only Neo email system and TAMU WebCT/Blackboard Vista mail should be used for all correspondences.
3. Students are required to find their own internship assignment. The financial terms of the internship are between the student and the employer.
4. A Master Internship Agreement must be in place before the student begins the internship work. The Mater Agreement will be executed by the TAMU Internship Coordinator upon receipt and approval of the Individual Agreement.
5. Internships should provide the student with a meaningful work experience. Students should seek an internship that complements their planned career path. Any questions as to the suitability of a planned internship should be discussed with the Faculty Internship Coordinator well in advance of the planned start of the internship.
6. THE EMPLOYER AND THE FACULTY INTERNSHIP COORDINATOR MUST APPROVE AN INDIVIDUAL INTERNSHIP AGREEMENT BEFORE THE INTERNSHIP IS STARTED. It is the student’s responsibility to initiate the Individual Internship Agreement, have it signed by the company and approved by the Faculty Internship Coordinator. The Individual Internship Agreement must be approved before the student begins work. If the Individual Internship Agreement has not been approved by the Faculty Internship Coordinator by the first day of classes for the semester/summer session enrolled, the student will be dropped from the internship class and the student will not receive credit for the internship.
7. The internship courses are web-assisted courses and all students are expected to complete their internship documentation requirements using the web site developed for that purpose. Students will access the internship web site through WebCT/Blackboard Vista (eLearning). Registration for EHRD 484 will automatically enroll each student in eLearning. Access to the course material will be through TAMU neo login. In the event that a student is unable to access the web from his/her internship site, special arrangements must be made with the Faculty Internship Coordinator to enable the student to complete the requirements found in the following paragraph; these arrangements must be made BEFORE the student begins his/her internship.
8. The student is responsible to insure the adequacy of his/her insurance coverage during their internship. Statutory Worker’s Compensation and general liability policies offered by employing companies to all its paid employees will cover the student for job-related injuries. For health insurance, the student would normally be covered under their parent’s policy or a separate policy purchased by the student; health insurance coverage by the internship employer is normally not available for short-term employees.
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9. The student must complete the following requirements during his/her internship: a. Maintain a Daily Log. The log should be prepared at the end of each work day,
since it will provide the basis for the monthly and final internship report. As a minimum the daily log must include the date, your work activities, your observations, and lessons learned. The daily log will be submitted electronically via the course web site.
b. Submit Monthly Progress Reports to the Program Internship Coordinator and their Company Internship Supervisor. The report should be in memo format [no more than two pages], to the Faculty Internship Coordinator. Discuss work experiences for the period and planned activities for the future. Progress report cutoff dates will be the last day of the month and are due to the Faculty Internship
Coordinator no later than the 5th
of each month. The report will be prepared and submitted electronically via the internship course web site. In addition, a hard copy of the report will be printed, and the signature or initials of the company internship supervisor will be obtained. The hard copy of the report is to be retained by each intern.
c. Submit a Research Proposal to the Program Internship Coordinator and Company Internship Supervisor. Format for the proposal will be provided. Research Report. The report should require the student to do research on some aspect of his/her internship experience and to document findings. The report shall be typewritten, double-spaced, fully justified, and include appropriate graphics. The report is to follow the format of a technical paper. Format for the report will be provided. The report shall be due at a date determined by the Internship Coordinator for the semester during which the internship is conducted. Assignment dates shall be provided via Neo email. The report will be submitted electronically via the course web site. Selection of the research topic shall occur early in the internship and be approved by the site supervisor and the Internship Coordinator.
d. Complete a Final Internship Report. The student must post his/her final internship report on the course web site at a date determined by the Internship Coordinator. Assignment dates will be provided via Neo email for the semester during which the internship is conducted. The report is to follow the format of a memo. The report shall be double-spaced, fully justified. The report shall include at least two sections:
1. Activities and Experiences. Discuss work activities and how these activities contributed to the employer’s objectives; and
2. Personal Benefits Gained from Internship. Summarize work activities; show how experience provided intern with practical applications. Discuss unique and unusual experiences. Include lessons learned.
e. Submit an Internship Completion Letter. This letter must be addressed to the Faculty Internship Coordinator and certify the completion of the internship and all requirements. The completion letter has to be written by the Intern and signed by the supervisor. Comments by the supervisor are welcome and encouraged. There must be an approval block and comment space for the signature and comments by the company internship supervisor. The letter will be in hard copy and must be received by the Faculty Internship Coordinator before the last day of final examinations for the semester enrolled. Completion letter may be faxed to Internship Coordinator. A sample ‘completion letter’ can be viewed at: http://eahr.tamu.edu Course Info – Undergraduate – Internships.
10. The Department may arrange for an on-site visit with the student during the internship. These visits will be coordinated in advance with the employer; however, these visits may be made without advance notice to the student.
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Employer’s Guidelines:
1. The Department considers the student internship requirement to be a critical element of every student’s Bachelor of Science Degree. The Department expects its students to be productive employees during their internships. Positive internship experiences often result in the student’s permanent employment by the sponsoring company following graduation. A Faculty Internship Coordinator, whose name and contact information are shown below, manages the program. Please contact this individual if you have any questions. The internship program uses two standard agreements.
a. Individual Internship Agreement. This is the agreement between the student and the company that sets forth the terms and conditions of the student’s internship. This agreement must be executed before a student begins his internship
b. Master Internship Agreement. This agreement establishes the company as an internship employer and sets forth the terms and conditions of the internship program. The agreement is between Texas A&M University and the company and must be in place before any student can serve an internship with the company.
2. The terms and conditions of the student’s internship are between the employer and the student. The Department feels that the requirement for the student to find and negotiate his/her own internship is an important part of the learning process.
3. The objective of the internship program is to insure that every student has meaningful exposure to the business industry, and to provide every student with a challenging work experience that enhances the classroom experience and exposes the student to “real world” business and industry means and methods. When the sponsors employ the student in an internship, the student will have a basic understanding of training and management methods and will be comfortable with computers. The most desirable internships expose the student to different tasks where the student has defined responsibility for a work product. Listed below are examples of appropriate work experiences:
4. The Department is committed to minimal demand on the time and resources of industry employers; however, the internship is a curriculum requirement and it is the Department’s responsibility to verify that the student has successfully completed the requirement. Therefore, the Department will require that the student obtain the signature of the employer’s internship supervisor on the Individual Internship Agreement, on the Master Agreement, on monthly progress reports, and on the student’s internship completion letter. Companies are encouraged to make comments on the internship and the student’s performance; the internship completion letter is the opportunity for such comments. At the end of the internship period, supervisors will be invited to participate in an online survey to measure student competencies and general preparation of the student.
5. Occasionally the Department may arrange for an on-site visit with the student during his/her internship; any such visit will be coordinated in advance with the employer.
Faculty Internship Coordinator: Dr. Ann Gundy Department of Educational Administration & Human Resource Development Texas A&M University 4226 TAMU College Station, Texas 77843-4226, Tel: (979) 862-8027, Fax: (979) 862-4347,
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Steps for Your Internship
Step 1 – Find an Internship
1. Research
a. Register on the Career Center Website for Premium Services
b. Check out the Internship Page: http://careercenter.tamu.edu/guides/internship/
c. Follow the guidelines that are outlined on this page:
i. How to begin
ii. What kind of internship would interest me
iii. Applying for an internship
iv. Utilize the Career Center
v. Utilize additional resources
d. Career Planning and Campus Recruiting, Texas A&M University Career Center
e. Making the Most out of your Internship, handout from the Career Center
2. Utilize Career Center Personnel:
Pat Alexander, Assoc. Executive Director
1233 TAMU
Suite 209 John J. Koldus Building
College Station, TX 77843.1233
Main: 979.845.5139
Fax: 979.845.2979
Ms. Alexander is assigned to work with our program to help students
locate an internship. Make an appointment with her.
3. When visiting/interviewing with prospective internship supervisors/recruiters take the 3 documents
that are on the web page: http://eahr.tamu.edu/articles/internship_information
a. EHRD 484 Syllabus
b. Internship Requirements
c. Internship Individual Agreement
You can use these documents to answer any questions that your recruiter
might have about the program. Leave a copy with them if necessary.
Step 2 – Initiate Your Paperwork
The Internship Contract is a 2-Step Process.
1. The Individual Agreement is a contract between the student and the employer.
2. The Master Agreement is a contract between TAMU and the employer.
4. Fill out the Individual Agreement Online and print off.
a. Handwritten contracts create many problems because handwriting does not fax well or scan
well and do not look professional. Dr. Gundy will not accept handwritten contracts.
b. Be sure that you have accurate contact information. Ask for a business card that has all the
correct information that you will need.
c. You may need to meet with your recruiter more than once to negotiate your tasks and to obtain
signatures. Faxed signature pages are acceptable.
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d. Your company may have forms of their own on which they require signatures. We will include
them in the total contract package along with the documents that Texas A&M University
requires.
e. Occasionally a company requests changes in the Individual Agreement and/or Master
Agreement. We have a little flexibility, but any changes do require a review by our Texas A&M
University Contracts office prior to signatures.
f. Bring your Individual Agreement to Dr. Gundy as soon as you obtain your signatures.
5. Dr. Gundy will prepare the Master Agreement and send it to your company for signatures. This
process can take several weeks to complete. You will want to get this done soon so we can have all
paper work completed prior to the beginning of your internship.
6. All contracts should be initiated prior to the first day of classes of the semester.
7. If you are requesting a Waiver to the 12-Hour Rule to take one additional course with your
internship, submit your request with your Individual Agreement.
Step 3 – Attend Mandatory Orientation Meeting
8. On Reading Days of the semester prior to internship, there will be a mandatory orientation meeting.
Students will receive:
a. EHRD 484 Syllabus
b. EHRD 484 Calendar for the semester of internship
c. Instructions to use the daily journal webpage
d. Requirements for:
i. Research Project
ii. Monthly Reports
iii. Final Reports
iv. Completion Letter
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Feedback from Undergraduate Students on Internship
Fall 2009
Spring 2010
Summer 2010
Fall 2010
2. Our intern, at times, was afraid to make any independent decisions without being validated by someone else in the office, even if the task had been repeated numerous times.
3. Works well with little supervision; knows when to ask questions
Spring 2011
1. In our office, we work best with interns who can be given a task and complete it with minimal guidance after the intial instruction is givn.
2. Joe knows what needs to be done without direction and does it without anyone standing over his shoulder.
4. I have full confidence that she can maintain the office in my absence and she has proven this ability on numerous occasions.
5. Cory does work independently but he looks for feedback fairly often.
6. Intern was able to take some projects and run with them and needed more help on others. Overall, worked more independently than I expected.
7. One intern worked independently, 2 needed an enormous amount of attention and direction
8. PJ was incredible at attending to the tasks she had at hand with minimal supervision.
Summer 2011
Fall 2011
Spring 2012
1. Jeremiah does a great job working independently, but knows when to ask questions at the same time. I never had to worry about something not getting done if I asked him to do it. He is a great independent worker.
2. Sara Holden was able to receive direrction and follow through. She successfully completed every task in a timely mannner and asked questions when needed.
3. Jared, was a self starter. We showed him where the information was and he took it upon himself to learn it and apply it to his daily tasks
4. Very efficient at taking instructions then completing the work on her own.
5. Matthew King not only met but exceded our expectations. He schedules patients for our radiology and cardiology deparmtnet in the HMS program. He schedules an average of 25 patients a day.
6. Noel is extremely successful as a self-motivated worker, taking care of matters as he encounters them rather than leaving them for someone else.
7. When given a task the intern was able to complete it, but needed specific instructions and direction on doing so.
8. Stephanie performs many HR generalist task by herself. This includes: New Hire On-boarding (pre-employment process), Recruiting (interviewing, scheduling interviews), and cooridinating Young Professional forums. These are just some (not all of the tasks she performs).
9. Kelli's performance in this area is to the highest degree of excellence. She is consistent and efficient.
Summer 2012
1. Kyle was given the task to research and compare quotes from 3 different internet providers. He gathered all his data and has begun communication for a new provider to do their install on a very timely basis. This new company will be saving us a significant amount of money.
2. Chris is a self starter and likes to stay busy. And a great worker
3. Kayla worked independently very well. She sought out work/projects and completed her tasks in a timely manner.
4. Once Bernadette has all of the details and knowledge, she completes the project or task with little or no follow-up required.
5. Once Bernadette has all of the details and knowledge, she completes the project or task with little or no follow-up required.
6. Jessica has been a surprise in how well she has conducted herself in the professional enviroment. She has taken responsibility for her tasks and has been the leading force for there completion.
7. Peter coordinated the deployment of Samsung 7T slate PCs to several of our FSL associates. These are replacing the Dell Latitude D610s that are currently used by these associates. Peter voluntarily took ownership of this task and completed it without any involvement from others.
8. When provided with multiple projects, Ricardo was able to move effectively between assignments and project leaders (HR Dir & Hospital President).
9. Georgia is quick learner and she just has to be told once and she is off doing the project.
10. Tanner was able to work on her own, without much instruction. She completed a project for an architectural magazine over the course of 2 months almost on her own.
11. We give Roxy a task; she completes it quickly & accurately, asking only insightful questions for clarification when needed.
12. Elyse did a phenomenal job of working independently while keeping me informed about the projects she worked on for us. I was very impressed with her ability to "take the bull by the horns" and run with it when it came to tackling new challenges.
Fall 2012
1. My intern was great when it came to working independently. Everything was always effective and efficient.
2. Works efficiently with all given assigned tasks in a timely manner.
3. Sean was given several independent assignments, which were completed in a timely and professional manner.
4. Gabriel was very effective and promoted to a Supervisor during his internship
5. Anthony has performed quite independently with little supervision.
6. Gio - would take on projects with the directions, little supervision and complete on time.
Spring 2013
1. Intern worked at a level in this regard that you wouldn't expect to see any an intern, with very little guidance or instruction and completed task accurately
2. Was able to take assignments and get it done without frequent assistance and supervision.
3. We gave our intern background info; HR rules; and end-objective, and she was able to work independently to achieve the objective.
4. This is for Stephanie Grebel in particular - she is the only Aggie Resident (intern) that I've had reporting to me this year - Mary Harris just started in our team
5. Very independent. Could ask more questions and ask for help more rather than assume they know the answer or procedures.
6. Andrew has been a great proponent and executor of taking tasks assigned and running with them. If he has questions, he asks, but it's only after he's tried to first find the solution on his own.
7. Charlee is very smart and catches on very quick.
Summer 2013
1. Justin is an independent worker, handles many situation with ease and is capable of performing many duties without supervision.
2. She did an excellent job working unsupervised.
3. Works very independently. She would consult with me as needed for additional projects or help as needed.
4. KeriAnn was a good worker but needed direction at times when completing assigned tasks. Once given instructions, she was able to fulfill the duties.
4. We can give her a task and she performs it. If she has questions, she will ask but does not need to be micromanaged.
5. Initiated and completed several projects without supervision or guidance.
6. Worked vary independently, almost too much at times. When someone made a suggestion, went along instead of checking with team leadership.
1. Intern self motivated and takes initiative.
6. Mike Fox was very independent and was confident expressing his ideas.
1. Took initiative for several projects; quality work on data collection and analysis
1. worked very well on her own
2. Very reliant, good listener
3. The main project Shannon worked on for us was primarily done independently with only a few meetings for touching base. She was great on staying on task and completing the project.
3. Dut to the nature of our business (insurance) everything that was done had to be reviewed, but we did not see the same mistakes made over and over. Student was able to pick up material
11. She required some direction and asked questions when necessary.
12. Rachel Brown is excellent at taking direction and completing tasks with little to no supervision. I never had to wonder if she was working.
13. When I was not available, our intern, Georgina, would proactively ask others in the department for more work. She typically completed projects ahead of schedule.
3. I am providing information on A&M interns in general - we have some excellent interns from A&M, but also had some weaker ones
7. Robert Rafferty works independently and is very self-sufficient.
8. I was really impressed with her ability to take responsibilities that she was given and run with them. She did outstanding work.
5. Completed several projects independently.
4. Completed projects independently but if ran out of something to do never initiated a request to receive more work.
4. When working independently, task seemed to take a long time to complete
5. Intern required continual prodding.
9. Chris Makowski demonstrated incredible initiative in keeping his assigned tasks organized. As a result, our hiring process in Reads & Counts has become streamlined and highly efficient. Chris has also demonstrated exceptional work ethic.
10. The intern had to be monitored throughout the day to ensure that tasks were being worked on and accomplished in a timely manner.
1. I met with Esther 1-2 times per week formally, but we interacted often informally. Once she had information and examples, she was able to proceed with her tasks without close
1. I think our intern was about average here. I would have liked to see him pursue the data he uncovered more - instead of always waiting to be prompted for the next step.
2. The interns need to be self-motivated. Especially because they are here for such a short time. We have a recurring project every year. We can get the most productivity out of the techs that can take off on their own with little
2. Caroline came up with the idea for the Harlem Globetrotters' Holiday Cards for Troops Around the World project. She handled everything herself and we were very impressed with the results.
Comments:
4. Great job of taking on projects and seeing them through; would ask questions to ensure accuracy of her work.
6. Thilina was very dependable
7. After initial assignment Johnny worked independently very well
2. Interviewed candidates for a new store opening.
3. Kayla was appropriately able to work independently. A student intern, by definition, not be expected to work with a high level of independence.
3. Sami has been very independent and a quick learner. Sami has independently managed the background check process for HR (with minimal supervision), while interning. This is a critical step in the hiring process and his attention to detail and timeliness
makes me feel more comfortable with assigning larger tasks to him, when necessary.
4. Took projects given and completed them in a timely fashion. Listened to instructions well, which allowed her to correctly handle each task.
5. assigned tasks carried out timely
4. We tried to put parameters around her job scope which they were very frustrated about. They had difficulty understanding they needed any assistance in their job functions. Which I was very suprised by.
2. intern was given a lot of leeway in establishing own objectives and schedule for accomplishing those objectives; intern may not have been accustomed to such flexibility
5. Ms. Higdon showed excellent ability to work independently on numerous projects/assignments.
6. Was a difficult transition but slowly improved. Should be able to be given directions and follow them all completely and correctly.
3. Francesca became very familiar with our new performance evaluation software and was able to assist directors who were learning the program and resolve problems independently. Other projects required more supervision, but she caught on
1. I think the internship would have been more effective if I were in a position to give more guidance. But my job requires me to be out of my office regularly and I couldnt supervise so of her work as closely as I would have liked.
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Collected from the Undergraduate Faculty Retreat
September 13, 2013
Core Values
Support
My core values are that every student should feel that [they] can get help whenever
possible and that I teach every class in multiple ways to cover different learning styles. I
also believe they should have fun [while] learning.
Believe all students have the ability to succeed.
My core values include providing clear and consistent messages to all students, equal
opportunities for all students, and outstanding educational experiences for all students.
Perseverance
Interaction, love, preparation
Creative and innovation, critical thinking skills, continuing education
Learning should be fun! It is important to create intellectual excitement.
Rapport with students is valuable.
My strong faith in Christ and determination to do what is right helps me develop young
adults starting their professional career.
Trust – I want the students to begin to trust themselves in their learning process. It is not
always about the information that I present, but being able to contribute personally to
their own learning process.
Integrity, knowledge, judgment, perseverance, humility
Teaching with a heart. Teaching is a calling for me NOT just a job I have to do! Student
centered & teaching with compassion.
To maintain high expectations of students and to instill critical thinking skills as a
byproduct of my teaching.
Respect
Relationship, diversity, & collaboration
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Former Student Employment Titles taken from LinkedIn, September 14, 2013
Project IT Services Coordinator at Cameron
Training and Development Specialist for Distribution and Transmissions at National Oil well
Varco
HR Generalist at Argos USA
HR Specialist/Recruiter at Brownsville PUB
Recruiting Manager, Human Resources at National Financial Partners
HR Administrator at Cenergy International Services
Executive Team Leader- Guest Experience and Softlines, Target
Employee Relations at Walt Disney World
Recruiting Consultant at Medestar
Receptionist at Kraton Polymers
Program Director TRiO Student Support Services at Lone Star College
University Relations Recruiter at Baker Hughes
Human Resources, BP | Health & Welfare Benefits
Microcomputer Specialist at Texas A&M University
Corporate Recruiter at Reynolds and Reynolds
Urban Forester at City of Houston-Parks and Recreation
Consultant Agent at New Tech Global
Compensation Analyst at D. Hilton Associates
WilsonKleemann dba Spherion Staffing Services,
Ewing and Jones, PLLC
Recruiter at Primary Services
HR Specialist at Cameron
People & Organizations Leader at Braskem
Information Technology Service Professional
Director at Total Safety
Assistant Hotel Manager at Vdara Hotel and Spa
HR Assistant at Texas Wesleyan University
Aggieland Prospective Student Center (Office of Admissions)
Human Resource at International Paper
Human Resources Assistant at Chesapeake Energy
Human Resources Coordinator at Toshiba International Corporation
Human Resources Professional, City of Kyle
Competency Coordinator at Baker Hughes
Talent Acquisition Consultant at HR Remedy, LLC
Project Coordinator HR/Admin, Scott & White
Student Development Specialist III at Texas A&M University
Recruiter/Associate Specialist at Southwest Research Institute
Retirement Analyst at Lockton Retirement Services
Human Resources/Medical Staff Services
Campus Recruiting Coordinator at EY
Technical Recruiter at Apex Systems
HR Assistant at BL Technology, Inc.
354
HR Assistant at BL Technology, Inc.
Graduate School, UT Arlington
HR Coordinator at Memorial Hermann Healthcare System
Talent Management Specialist at Celanese
Leadership Development Programs Coordinator at Cameron
Leadership Development Programs Coordinator at Cameron
Learning Program Manager
Learning Programs Developer at SWBC
Instructional Design Project Manager at Baker Hughes
Payroll Representative at The Hospital at Westlake Medical Center
Training Coordinator at National Financial Partners
Training Coordinator at National Financial Partners
Human Resources Specialist at Kiewit/TIC
Timberhorn IT Solutions
Human Resources Coordinator, Achilles Group
Human Resources at Fugro (USA), Inc.
Project Specialist at Texas A&M Engineering Extension Service
Senior Director, Source 1 Purchasing, LLC
Learning & Organization Development Advisor
Human Resources Generalist at Enerflex Ltd
Associate HR Business Partner at ConocoPhillips
Academic Advisor at Texas A&M University at Galveston
Human Resources Analyst at Kimley-Horn and Associates, Inc
Recruiting Coordinator with FMC Technologies
Human Resources Assistant at ARAMARK
Land Tech at RONIN KI, LLC
Event Coordinator at Gerson Lehrman Group
Team Member Resource Generalist
Personal Lines Assistant Underwriter
International HR Generalist at Superior Energy Services
Human Resources Coordinator at PGAL
Officer at United States Marine Corps
Technical Recruiter at Experis IT, ManpowerGroup
Business Development Manager at Seis-Stream Global
HR Administrator at Willbros
Compensation Analyst at Stewart Title
Learning & Development Coordinator at Bechtel Corporation
Texas A&M Athletics Media Relations Office
College Recruiter/HR Generalist at EMAS AMC
Store Services Trainer at Academy Sports + Outdoors
HR Administrator at Exterran
Customer Experience Administrator, New Era Portfolio/Gallery Direct
HR Coordinator at The Marketing Arm
Instructional Design Project Manager at Baker Hughes
Human & Organization Development, Texas State Technical College
Engineering Recruiting Consultant at The Daniel Group
355
Human Resources Manager, East Texas Medical Center
Volunteer at Panther Creek Inspiration Ranch
Intern at Baker Hughes
Human Resources Manager at CEVA Logistics
Business Teacher at Alief ISD
Veolia Environmental Services North America Corp.
Lockheed Martin Federal Inside Account Manager at Dell
Assistant Branch Manager at Randstad
Corporate Trainer - Training & Development at Academy+
Graduate School of Biomedical Science Department at Baylor College of Medicine
Human Resources at Praxair
IT Professional, Server Administration, Video Production at Giganews
Project Controls & HR Assistant at 2H Offshore Inc.
National Manager at TNT Direct Sales Group
OEM Support, Naked Lime Web
Texas A&M University Open Access Labs
Commercial Coordinator at Baker Hughes
Talent Acquisition at USAA
Project Administrator, Knowledge Engineering at Texas A&M Engineering Extension Service
Human Resources Assistant at Austin Foam Plastics, Inc
Foundations for Laity Renewal (founded by the H. E. Butt Foundation)
Recruiting Manager at MRI Software LLC
Client Services Supervisor and Recruiter at Spherion
Client Services Analyst at Mercer
Human Resource Manager at Omni Hotels
Learning Content Supervisor at Baker Hughes
Human Resources at Emerson Process Management- Daniel Measurement and Control
Channel Manager for Southeast and International Sales at eSoft
Recruiting Solutions Associate at Rigzone
Communication and Human Resources at Texas American Resources Company
Crew Scheduler II at Southwest Airlines
Associate Project Engineer at Performance Contracting, Inc. (PCI)
Property Manager at King Property Management
Executive Recruiting Associate at Taylor Winfield
System Administrator | Network and Infrastructure at Penn State College of Agricultural
Sciences
Human Resources Representative at Calpine
Instructional Design Project Manager at Baker Hughes
Onsite Human Resource Manager
Supervisor, Tyson
Technical Support Engineer at iland Internet Solutions
Recruiting Assistant at Tervita
HR Representative at American Bureau of Shipping
HR Generalist at KidsCare Therapy
Business Program Manager at Foxconn
Compensation Specialist at Bechtel Oil, Gas, & Chemicals
356
Human Resources Representative at Nexeo Solutions, LLC
Sales Associate at Foot Locker
TSR Shift Lead at NetNearU
HR Assistant at Mid-South Synergy
Field Core Contract Underwriter at Liberty Mutual Surety
Human Resources Coordinator at Trinity School
Human Resource Representative at Cameron
Human Resources Specialist, True North Recruiting LLC
HR Coordinator at Commemorative Brands, Inc.
Pharmaceuticals Professional
IT Systems Analyst - Sidewinder Drilling Inc.
Legal Monkeys
HR Generalist at Title Resource Group
Human Resource Assistant at ENGlobal
HR Analyst | Clear Channel Communications
Instructional Design Project Manager at Baker Hughes
Director of Human Resources at City of Giddings
Assistant to the President at Texas Health Resources
Substitute Teacher at Leander ISD
Student Trainee (Human Resources) at the United States Air Force Personnel Center
Junior Recruiter at Adecco Group
Payroll Clerk Assistant at JV Industrial
HR Records Analyst at Stewart Title
Training/ Social Media at Knowledge Based Systems Inc
O&S Construction, Data Rush Couriers
TA Team Lead - Completions & Production (Global Products and Services) at Baker
Hughes
Talent Acquisition at The Hunton Group
Competency Advisor at National Oilwell Varco
Instructional Designer at Weatherford
Consultant - Human Capital at EY
Manager, Talent Development & Acquisition at FXCM
HR Specialist at Ambit Energy
IT Associate at Williams-Pyro, Inc., manufacturer of StoveTop FireStop
HR Generalist, Human Resources Leadership Development Program at Raytheon
Recruiting Coordinator at Reynolds and Reynolds
Human Resource Coordinator at Jason's Deli
Domain Engagement Manager at Hewlett-Packard
Human Resources Manager at Inteplast Group
Senior HR Generalist at KBR, Inc.
MS-HRM Student at Texas A&M University- Mays Business School
HR Representative at Testengeer Engineering
Compensation Analyst at Cameron
MS Student in Human Resource Management at Texas A&M
Human Resources Associate at Oxy
HR Generalist at Safety Vision
357
District Sales Manager at Filter Specialists, Inc.
Graduate Assistant, Texas A&M Engineering
Computer Technician at Barbers Hill ISD
Training Specialist at ConocoPhillips Technical Training & Development
Admissions Specialist/Recruiter at Navarro College
IT Network Support Technician at Houston County Electric Coop
HR Assistant at Campus Advantage
Associate Recruiter at Addison Group
358
Standards for HRD and TCM Program Excellence – Spring 2011 Summary
3.4 Core Theory in HRD and TCM. Curriculum should provide an understanding of perspectives that form the
context for human resources development and technology management. Coverage should include topics such as:
Topic Introduce Emphasize Use Assess
Analysis and
assessment
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 477-Project
Mgmt.
EHRD 475-
Multimedia2
EHRD 479-
Grants&Cont.
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 303-Foundations2
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 371-App. Learning3
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 408-Diversity
EHRD 491-Research2
EHRD 391-Statistics
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
Design and
development
of
interventions
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App.
Learning3
EHRD 391-Statistics
EHRD 473-
Dist.Learning
EHRD 477-Project
Mgmt.
EHRD 475-
Multimedia2
EHRD 479-
Grants&Cont.
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 408-Diversity
EHRD 303-Foundations2
EHRD 491-Research2
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 408-Diversity
EHRD 473-Dist.Learning
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 479-Grants&Cont.
Measurement
and evaluation
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 303-
Foundations2
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 374-OD1
EHRD 372-T&D
EHRD 371-App. Learning2
EHRD 371-App. Learning3
EHRD 491-Research2
EHRD 391-Statistics
Organization
development
and change
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 408-Diversity
EHRD 303-
Foundations2
EHRD 371-App.
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
359
Learning3
EHRD 491-Research2
EHRD 391-Statistics
Improving
human
performance
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 491-Research2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 371-App. Learning2
EHRD 408-Diversity
EHRD 303-Foundations2
EHRD 371-App. Learning3
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
Organizational
learning and
knowledge
management
EHRD 303-
Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 303-
Foundations2
EHRD 491-Research2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 475-Multimedia
EHRD 408-Diversity
EHRD 371-App. Learning3
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 484-Prof Internship
Career
Development
and knowledge
management
EHRD 481-Seminar in
CD
EHRD 374-OD1
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 408-Diversity
EHRD 303-
Foundations2
EHRD 491-Research2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 475-Multimedia
EHRD 371-App. Learning3
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 475-Multimedia
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 303-Foundations1
Managing the
HRD & TCM
function
EHRD 303-
Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 372-T&D
EHRD 371-App.
Learning2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 372-T&D
EHRD 408-Diversity
EHRD 491-Research2
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 372-T&D
EHRD 303-Foundations2
EHRD 371-App. Learning3
EHRD 484-Prof Internship
EHRD 372-T&D
Consulting
EHRD 303-
Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 371-App.
Learning2
EHRD 408-Diversity
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 477-Project Mgmt.
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 303-Foundations2
EHRD 371-App. Learning3
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 477-Project Mgmt.
EHRD 475-Multimedia2
360
EHRD 491-Research2
EHRD 391-Statistics
Adult learning
EHRD 481-Seminar in
CD
EHRD 371-App.
Learning1
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 303-
Foundations2
EHRD 491-Research2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 371-App. Learning1
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 371-App. Learning3
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 371-App. Learning1
EHRD 475-Multimedia
EHRD 371-App. Learning2
EHRD 408-Diversity
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
EHRD 484-Prof Internship
EHRD 371-App. Learning1
EHRD 371-App. Learning2
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
Design and
delivery of
learning
EHRD 371-App.
Learning1
EHRD 374-OD1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 491-Research2
EHRD 391-Statistics
EHRD 473-
Dist.Learning
EHRD 475-
Multimedia2
EHRD 484-Prof Internship
EHRD 371-App. Learning1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App. Learning3
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
EHRD 484-Prof Internship
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 408-Diversity
EHRD 303-Foundations2
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
EHRD 484-Prof Internship
EHRD 303-Foundations1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 473-Dist.Learning
EHRD 475-Multimedia2
Ethics in HRD
, TCM, and
organizations
EHRD 303-
Foundations1
EHRD 374-OD1
EHRD 491-Research1
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 303-
Foundations2
EHRD 371-App.
Learning3
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 491-Research1
EHRD 475-Multimedia
EHRD 408-Diversity
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 491-Research1
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 491-Research1
EHRD 491-Research2
EHRD 391-Statistics
Organization
behavior
EHRD 481-Seminar in
CD
EHRD 303-
Foundations1
EHRD 374-OD1
EHRD 374-OD2
EHRD 491-Research1
EHRD 372-T&D
EHRD 475-Multimedia
EHRD 371-App.
Learning2
EHRD 408-Diversity
EHRD 371-App.
Learning3
EHRD 491-Research2
EHRD 391-Statistics
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 475-Multimedia
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 374-OD1
EHRD 481-Seminar in CD
EHRD 484-Prof Internship
EHRD 303-Foundations2
EHRD 303 Foundations1 – Petra Robinson
EHRD 303 Foundations2 – Carlos Sepulveda
361
EHRD 371 App. Learning1 – Muyia Helen
EHRD 371 App. Learning2 – Donna Mancuso
EHRD 371 App. Learning3 – Carlos Sepulveda
EHRD 372 T&D – Kathy Yeager
EHRD 374 OD1 – Muyia Helen
EHRD 374 OD2 – Kathy Yeager
EHRD 391 Statistics – Judy Sandlin
EHRD 491 Research1 – Kathy Yeager
EHRD 491 Research2 – Judy Sandlin
EHRD 408 Diversity – Donna Mancuso
EHRD 473 Dist.Learning – Charles Farnsworth
EHRD 475 Multimedia – Priya Kurup
EHRD 475 Multimedia2 – Charles Farnsworth
EHRD 477 Project Mgmt. – Charles Farnsworth
EHRD 479 Grants&Cont. – Charles Farnsworth
EHRD 481 Seminar in CD - Ann Gundy
EHRD 484 Professional Internship – Ann Gundy
362
INTERNSHIP SITES FOR UNDERGRADUATE HRD/TCM PROGRAM
To access an online version click on the link below:
http://eahr.tamu.edu/uploads/faculty_and_graduate_students_publications-2006-2013.pdf
Undergraduate Human Resource Development/Technology Management Program
Internship Sites 2007-2013
Organization Semester Organization Semester
Disney Worldwide Services, Inc. 05C Northwestern Mutual Financial 11A
Disney Worldwide Services, Inc. 05C Northwestern Mutual Financial Network 04C
Houston Texans 13B Northwestern Mutual Financial Network 05B
Houston Texans 07B Northwestern Mutual Financial Network 05C
Houston Texans 09A Northwestern Mutual Financial Network 08A
Houston Texans 11A Northwestern Mutual Financial Network 12A
Houston Texans 11B Nothwestern Mutual Financial Network 13B
Houston Texans 12A Nucor Vulcraft Group 13A
Houston Texans 12C Occidental Petroleum Corporation 12A
Aaron's 12B O'Connor & Associates 06B
Academy Sports & Outdoors 12B O'Connor & Associates 13B
Academy Sports & Outdoors 12B Office Depot 05B
Academy Sports and Outdoors 11B Dean of Faculties and Associate Provost, TAMU 05C
Accenture 05B Office of the Commandant 05B
Achilles Goup 11B Oiltanking North America 12C
Achilles Group 05C Old Navy 13B
Achilles Group 06B Omni Dallas Hotel at Park West 11A
Achilles Group 07A Omni Hotels 07B
Achilles Group 09C Omni Hotels 09B
Achilles Group 10C Omni Hotels 09C
Achilles Group 11C Omni Hotels 09C
Achilles Group 12A Omni Hotels 10A
Achilles Group 13A Omni Hotels 11A
Active for Life (SRPH) 05A Omni Hotels 11C
AD Storm Water and Environmental Services, Inc. 07A
Omni Hotels and Resorts 11A
Advance Apartment Locators, LLC 11C Omni Hotels and Resorts 12A
Aetna Insurance 13B Omni Hotels Corporate Office 10A
Aggreko,LLC 07B Omni Hotels of Irving TX 09A
AgniTEK 06B Omni Hotels of Irving TX 09A
AgniTEK 06C Once Upon a Child 10B
Air Liquide 11A Oncor 13A
Air Liquide 11B Options / Resource Careers 06A
Airplexus, Inc. 08A Orthofix 05C
363
Alamo Group 11A Our Lady of Victory Catholic School 13A
Alco Sales 11C Page 713 07B
Alcon Laboratories 11C Parkland Health and Hospital System 10B
Alenco 07B Parkland Health and Hospital System 10B
Alexis Rogers, CPC 08B Pebble Creek Country Club 08C
AliedBarton Security Services 12A Pei Wei Asian Diner 09A
All American Stone and Turf 05C Pekin Hospital 10A
All Valley Scale Company 08C Performance Contractors, Inc. 06A
Allergan 07C PetraLand, LLC. 13A
Alliant Systems, Ltd. 13A Pilgrims Pride 06B
Alpha Aviation 05C Pillar Hotels and Resorts 11A
ALSAC - St. Jude's Children's Research Hospital 13B
Pine Cove Christian Camps 13B
AmecParagon 06B Plains All American 08A
American Airlines 09B Primerica Financial Services 06C
American Bureau of Shipping (ABS) 11B
PrO Unlimited, Inc. 11B
American Color Print 07B Producer's Coop 06C
American Councils for International Education 11B
Property Management Professionals, Inc. 07B
American Flight Services 09C PropertyPro Texas, Inc. 06A
American International Group, Inc. 05A Prosperity Bank 11A
American Physician House Calls 09B Prosperity Bank 13A
American State Bank 08A Provenir 13A
American Surgical Assistants, Inc. 05C Provenir, LLC 13B
AMS Computers 05B ProVest, LLC 07B
Anadarko Petroleum Corporation 06A Providence Healthcare Network 12A
Anadarko Petroleum Corporation 08A Pulse Recruitment 13B
Anadarko Petroleum Corporation 12A Quality Hardware 07B
Angel Brothers Enterprises, LTD 13A Quantlab Financial, LLC 12B
Archer Western Contractors 07A Quest Software 07B
Architectural Fabric Systems 07A Quick Compute, Inc. 08A
Archstone Smith 07A Raising Canes Chicken Fingers 07C
Arctic Wolf Ice Center 09B Randolph Youth Programs 05B
Arctic Wolf Ice Center 09B Raspberry Rose 07C
Arctic Wolf Ice Center 09B Re/Max BCS/Suzie Bush 07B
Arctic Wolf Ice Center 09B Reach Pty Ltd 11B
Arctic Wolf Ice Center 10A Region VI Education Sevice Center 06C
Aristide Event and Conference Center 11B
RenderTech Inc 13A
Artic Wolf Ice Center 07B Rep. Lois Kolkhorst Office, Texas House of Representatives
09A
Artic Wolf Ice Center 07B Rexel Holdings 11B
Artic Wolf Ice Center 09A Rexel Holdings USA 13B
364
Ashland Distribution 07B Reynold & Reynolds 12B
At Home Properties 05C Reynold and Reynolds 13A
AT&T 10B Reynolds & Reynolds 07B
AT&T 12B Reynolds & Reynolds 07B
Athletes In Action 09A Reynolds & Reynolds 07B
Atlas Copco 11B Reynolds & Reynolds 07B
Atmos Energy 09B Reynolds & Reynolds 07B
Austin Foam Plastics, Inc 12B Reynolds & Reynolds 07B
Autocheck 07B Reynolds & Reynolds 07B
Automan's Auto Repair 06B Reynolds & Reynolds 07C
Aviles Engineering Corporation 12A Reynolds & Reynolds 11B
B aker Hughes 11B Reynolds & Reynolds 11B
Bailey Health & Wellness Center 08A Reynolds & Reynolds 11B
Baker Hughes 06B Reynolds & Reynolds 11B
Baker Hughes 09C Reynolds & Reynolds 11B
Baker Hughes 10A Reynolds & Reynolds 12B
Baker Hughes 10A Reynolds and Reynolds 08A
Baker Hughes 10A Reynolds and Reynolds 08A
Baker Hughes 10C Reynolds and Reynolds 08A
Baker Hughes 11A Reynolds and Reynolds 08C
Baker Hughes 11B Reynolds and Reynolds 08C
Baker Hughes 11B Reynolds and Reynolds 09A
Baker Hughes 11B Reynolds and Reynolds 09B
Baker Hughes 12A Reynolds and Reynolds 09B
Baker Hughes 12A Reynolds and Reynolds 10C
Baker Hughes 12A Reynolds and Reynolds 11A
Baker Hughes 12B Reynolds and Reynolds 11A
Baker Hughes 12B Reynolds and Reynolds 11A
Baker Hughes 13A Reynolds and Reynolds 11A
Baker Hughes 13A Reynolds and Reynolds 11C
Baker Hughes 13B Reynolds and Reynolds 11C
Baker Hughes 13B Reynolds and Reynolds 12C
Baker Hughes 13B Reynolds and Reynolds 12C
Baker Hughes 11A Reynolds and Reynolds 12C
Baker Hughes 13A Reynolds and Reynolds 13B
Baker Hughes Inc. 09B Reynolds and Reynolds 13B
Baker Hughes Inc. 09B Richard Wayne & Roberts, Inc. 06A
Baker Hughes Incorpoated 10C Richard, Wayne and Roberts 07B
Baker Hughes Incorporated 13A Richard, Wayne, & Roberts 08B
Baker Hughes Incorporated 13A Richardson Chamber of Commerce 08A
Baker Hughes, Inc. 12C Richardson Independent School District 09B
365
Baker Hughes/BJ services 11A Richardson ISD 10A
Baker Hughes: Hughes Christensen 09A Richardson ISD 12A
Baker Petrolite 06B Richardson ISD 12B
Baker-Hughes - Hughes Christensen 07A
Rio Grande Valley Motors 06A
Bank of America 09C Rockwall ISD, Dept. of Technology 05A
Bank of America 11C Rocky River Ranch 05B
Barbers Hill ISD Technology Department 11C
Ross Store # 488 05A
Barnes & Noble 04B Rothstein Kass 08C
Barnes & Noble College Booksellers 09B Rowan Companies, Inc. 12C
Baskets on the Brazos 09B RUSH Agency 09A
Baylor College of Medicine 09A Ryan & Company 07B
Baylor College of Medicine 10A Saber Power Services 12C
Baylor College of Medicine 10B Samsung Telecommunications America 08B
Baylor College of Medicine 10C San Antonio Parks and Recreation Department 06A
Baylor College of Medicine 11A San Antonio Tile Inc. 10B
Baylor College of Medicine 11B San Diego Padres 07A
Baylor College of Medicine 11C SBC Communications 05B
Baylor College of Medicine 12B Schlumberger 12B
Baylor College of Medicine 12C S-Con, Inc. 10B
BCBG Max Azria Group 08B Scott & White Health Care 10C
BCS Abundant Life Family Practice 10C Scott & White Healthcare 13A
Becon 06C Sears Holdings Corporation 09B
Bed, Bath, & Beyond 06B Season's Day Spa by Corto's 06B
Best Buy 12C Seismic Exchange Inc. - Advanced Data Storage 12A
Best Buy, Inc. #332 08B Seismic Exchange, Inc. 13B
BHP Billiton 08A Senator J. Cornyn 04B
Big Tex Trailer Manufacturing, Inc. 09C Sewell Automotive 10B
Birdville ISD 12B Sherman-Williams 06C
BKD, LLP. 08A Sherwin-Williams 11A
Blinn College, Distance Education Department 07C
Sienna Pacific 06C
BMC West 06B Skanska USA Building Inc 09B
BP Americas Inc. 13B Sky Ranch 12B
BP Sales 07B Small World Labs 07B
Brandon Industries, Inc. 08A Smartfiles 10B
Brazos Valley Bank 10B Smith Barney 06B
Brazos Valley Bombers 11A Smith's Premium Remodeling 07A
Brazos Valley Bombers Baseball 13B Smoothie King 06C
Brazos Valley Council of Governments 06A
SMU Athletics 09A
Brazosport College 09B SMU Athletics 09B
366
Brazosport College, Public Information & Communications Department 09A
Snelling Personnel Services 05C
Bredero Shaw 11B Sonic Operations 05B
Briarcrest Country Club 09A Sony Electronics, Inc 13B
Brighton Homes, a K. Hovnanian 06A SouceNet Solutions, Inc. 10C
Brothers Drywall Company 09B Source Interlink Companies 07B
Broussard's Mortuary 08C SourceNet Solutions 05A
Bryan Independent School District 05B Southwest Airlines 08A
Bryan Independent School District 05C Southwest Airlines 09A
Bryan ISD 10A Southwest Airlines 12A
Bryan Parks & Recreation Department 04C
Southwest Airlines 13A
Bryan Radiology Associates 08C Southwest Orthopedic Group 08A
Bryan/College Station Chamber of Commerce 09A
Southwestern Advantage 12B
Burnett Specialists 13B Southwood Valley Elementary School 12A
Burnett Staffing 12B Space on White 12A
Burnett Staffing Specialists 07B Spearfish Area Chamber of Commerce and Visitor Center
11B
Caldwell Country Chevolet - Pontiac Company 06A
Spherion 09B
Cameron 05B Spherion Staffing Services Brazos Valley 11C
Cameron 08B Spherion Staffing Services Brazos Valley (WKA)
11C
Cameron 08C SSC Service Solutions 13A
Cameron 10B St Joseph Regional Health Center 12C
Cameron 13A St. Edward's University Student Life Department
09B
Cameron 13B St. Joseph Catholic School 10A
Cameron International 12A St. Joseph Foundation 07A
Camp Lohikan 09B St. Joseph Health System 09B
Camp LU JO KISMIF 04B St. Joseph Health System 10A
Camp Ozark 05B St. Joseph Health System 10A
Camp Thurman 12B St. Joseph Health System 10A
Campus Crusade for Christ - Military Ministry 07C
St. Joseph Health System 11B
Campus Deal Media, LLC 12C St. Joseph Health System 11C
Capital Certified Development Corporation 08A
St. Joseph Health System 12A
Capro, Inc. 05C St. Joseph Health System 12A
Capstone Collegiate Communities - The Cottages of CS 13A
St. Joseph Health System 12C
Carrollton-Farmers Branch Independent School District 05C
St. Joseph Health System 13A
Cash America 13B St. Joseph Occupational Health/Urgent Care Center
08A
367
CDI Engineering 05B St. Joseph Regional Health System 10C
Centennial Arts 11C St. Joseph Regional Health System 12A
Center for Change and Conflict Resolution 06A
St. Joseph Regional Hospital 05C
Center for Distance Learning Research, TAMU 04B
St. Joseph's Health System 09C
Central Baptist Church 06C St. Joseph's Health System 09C
Central Baptist Church 09A St. Joseph's Health System 10B
Central Market 13B St. Joseph's Hospital 12B
Central Texas EMS, LLC 11A St. Joseph's Regional Health Center 11A
Central Texas Medical Center 10B St. Joseph's Regional Health Center 11A
Central Texas Veterans Health Care System 09B
St. Joseph's Regional Health Center 11A
Century Bank 05C St. Joseph's Regional Health Center 11A
Chances Ministries 12A St. Marks Medical Center 11A
Chaparral Steel 06B St. Stephen's Episcopal School 07C
Chart Industries 06B Staff Solve, Inc. 10A
Chevron Energy Technology 06A Staffing Solutions 06A
Chevron Phillips Chemical 13B Standard Mechanical Systems 11B
Chevron Texaco's Energy Technology Co. 05A
Stanley Works 05C
Chicago Bridge & Iron 13A Star of Republic Museum 05A
Chicago Bridge and Iron Company (CB&I) 11A
Star of the Republic Museum, Blinn College 05B
Chick-Fil_A 05A Starbucks 07B
Children's Medical Center 12B Starbucks Coffee of Bryan, TX 09A
CHRISTUS Health 06B Starnes Custom Homes 07A
CITOC, Inc. 12B StarTex Title Company 13B
City Club of Baton Rouge 09A Stonegate Fellowship Church 06C
City of Bryan 13A Stonegate Senior Living 12B
City of Bryan Department of Information Technology 08C
STP Nuclear Operating Company 11B
City of Conroe 09A Strategic Outsourcing, Inc. 06B
City of Keller 11C Stress Engineering Services, Inc. 06B
City of Keller 12B Sulik Healthcare Services 09B
City of Keller 13A Superior Energy 12A
City of Lago Vista, TX 11B Superior Teks 11A
City of Marble Falls 09C Swift Energy 07B
City of Midland 09A TagTeam Creative 12B
City Pest Control 05C TAMU - Career Center 07B
City Pest Control 09A TAMU - CEHD Technology Department 09A
CLAS Ropes Course 05A TAMU - CEHD Technology Department 09A
Clear Channel 05B TAMU - Center for Distance Learning Research 05B
Clear Channel Communications 11A TAMU - Center for Distance Learning Research 07B
368
Clear Channel Communications, Inc 12B TAMU - Center for Student Athlete Services (CSAS)
09A
Clear Channel Radio 07B TAMU - Center for Student Athlete Services (CSAS)
09A
Closet Door 05B TAMU - CIS 09A
Coastal Impact Wireless 07A TAMU - College of Education &Human Development IT Department
11C
Coca Cola Enterprises, Inc 10A TAMU - Employee Administrative Services 07C
Coldwell Banker United Realtors 06A TAMU Health Science Center 10A
Cole Cellular 05B TAMU - KAMU-TV 12C
College Station ISD Technology Department 09C
TAMU - Recruitment Center 07B
College Station Medical Center 06A TAMU - Student Financial Aid - ITO 05B
College Station Medical Center 08A TAMU - Texas Engineering Experiment Station Office of Sponsored Research
09A
College Station Medical Center 12A TAMU - Texas Engineering Experiment Station, Energy Systems Laboratory
09A
College Station Municipal Court 08B TAMU University Relations 06A
College Station Police Department 10A TAMU 12th Man Foundation 10B
Colorado Mountain Club 12A TAMU Academic Affairs Business Services 12B
Comerica Bank 06B TAMU AF ROTC 11A
Compagnie Financière Alcatel-Lucent 08C
TAMU Aggie Athletic Business Office 11A
Conroe Independent School District 09B
TAMU Aggie Athletic Business Office 11A
Consolidated Communications 07A TAMU Aggie Athletics Academic Services 10A
Continental Airlines 06C TAMU Aggie Athletics Academic Services 10A
Cooper Institute 06B TAMU Aggie Athletics Academic Services 10A
Corestaff Services, providing payroll services to Air Liquide 11B
TAMU Aggie Athletics Business Office 10A
Corinthian Wellness Spa 13A TAMU Aggie Athletics Business Office 10A
Corpus Christi Independent School District 09B
TAMU AgriLife Office of Distance Education 09B
Countrywide Financial 06C TAMU AgriLife Research 13A
Creative Solutions from Casey and Kelley 09A
TAMU ALEC Department 13B
CRI / Criterion 06B TAMU ALEC Department 13B
Crimson Exploration, Inc. 10B TAMU Association of Former Students 07B
Crockett Elementary School 05A TAMU Association of Former Students 13A
Crosstex Energy Services, L.P. 06A TAMU Athlectic Department 09A
CSidentity 07A TAMU Athletic Department 05C
Culinaire International 08B TAMU Athletic Department 06A
Culinaria 12B TAMU Athletic Department 07B
Cultural Awareness International 05B TAMU Athletic Department 07C
Cultural Awareness International 07A TAMU Athletic Department 08A
Cultural Awareness International 07B TAMU Athletic Department 08B
369
Cypress Bible Church 12B TAMU Athletic Department 08C
Cypress Creek EMS 06A TAMU Athletic Department 08C
Dahill Industries 08A TAMU Athletic Department 09B
Dallas Country Club 07B TAMU Athletic Department 12C
Dallas Cowboys 05B TAMU Athletic Department - Blue Bell Park 12B
Daniel Measurement and Control - Emerson Process Management 13A
TAMU Athletic Department - Center for Athletic Services
12C
Daniel Measurement and Control, Inc. a Division of Emerson 11B
TAMU Athletic Department - WBB 07C
Data Managements Solutions 08B TAMU Athletic Department Business Office 12B
David Gardner's Jewelers 05B TAMU Athletic Department Learning Center 12B
DaVita 11C TAMU Athletics 06B
Deborah Crawshaw, LLC 07C TAMU Athletics 06B
Decision Strategies, Inc. 08C TAMU Athletics 06C
Dell, Inc. 07A TAMU Athletics 10B
Deloitte & Touche LLP 05B TAMU Athletics 11B
Dental Professionals of Texas 11C TAMU Athletics 13A
Dental Professionals of Texas 12A TAMU Athletics 13A
Department of Homeland Security 10A TAMU Athletics 13A
Dillard's 10A TAMU Athletics Information Technology (AIT) 11A
Disney Worldwide Services, Inc. 10C TAMU Athletics Media Relations 13A
Disney Worldwide Services, Inc. 11B TAMU Barnes & Noble College Booksellers 08B
DMC-Dallas 13B TAMU Career Center 10A
Dolce 10B TAMU Career Center 12B
Drake Beil and Associates 06B TAMU CEHD Computer Support 08A
Dresser Flow Systems 05B TAMU CEHD Computer Support 08C
Dresser, Inc. 10A TAMU CEHD Computer Support 08C
Dresser-Rand 09B TAMU CEHD Computer Suppport 06A
DRG&E 07B TAMU CEHD Instructional Technology Group 13A
DTI Investments, Inc. 06B TAMU CEHD Instructional Technology Group 13A
Duncan Coffee 06B TAMU CEHD Office of the Dean Technology Support Group
07A
Eagle Strategies LLC 13B TAMU CEHD Technology Services 09C
Eastern Metal Company 05B TAMU CEHD Technology Services 09C
EDF Trading 13A TAMU CEHD Technology Services 12A
Educate South Texas dba Sylvan Learning Center of McAllen 11C
TAMU CEHD Technology Services 12A
Educational Testing Service (ETS) 09B TAMU CEHD Technology Services 12A
El Paso Corporation 07B TAMU CEHD Technology Services 13B
El Paso Corporation 09B TAMU CEHD Technology Support 11A
El Paso County 08A TAMU CEHD Technology Support 12C
Eli Henry 13A TAMU Center for Student Athlete Services 09C
Eli Henry 13A TAMU Center for Student Athlete Services (CSAS)
12A
370
Elite Talent Agency 10B TAMU Center for Student Athlete Services (CSAS)
12A
Encore FBO 07A TAMU Center for Student Athlete Services (CSAS)
12A
Endeavour International Corporation 08C
TAMU Center for Student Athletes Services 09C
Energy Alloys 07B TAMU Center for Student Athletes Services 09C
English Insurance Agency, Inc. dba The Klement Agency 11A
TAMU Center for Student Athletic Services (CSAS)
11A
Enterprise Rent a Car 05A TAMU Center for Student Athletic Services (CSAS)
11A
Enterprise Rent A Car 06B TAMU Center for Student Athletic Services (CSAS)
11A
Enterprise Rent-A-Car 05B TAMU Center for Student-Athlete Services 10B
Enterprise Rent-A-Car 07B TAMU Center for Student-Athlete Services 10B
EOG Resources, Inc 07B TAMU COE Dean's Office of Technology 08B
Equal Emplpyment Opportunity Commission 07B
TAMU College of Architecture 06A
Ericsson 11A TAMU College of Architecture 12A
Ericsson 13A TAMU College of Architecture Information Technology Services
13A
Ernst & Young LLP 07C TAMU College of Education and Human Development - Technology Support
12C
Ernst & Young LLP 13B TAMU College of Education and Human Development - Technology Support
12C
Ernst & Young, LLP 12B TAMU College of Education Human Development Tech Dept.
07C
ESCAPE Family Resource Center 08C TAMU College of Veterinary Medicine 06A
ESPN Inc. Health and Fitness Center 05B
TAMU Communication 04B
Exponent Technologies 11C TAMU Computer & Information Services 05C
Express Men 05A TAMU Computer and Information Services 07A
Express Pawn 04B TAMU Computer Information Services 08C
ExpressJet Airlines 09B TAMU Computing and Information Services 06B
Exterran 12B TAMU Computing and Information Services 08A
Extraco Banks 13B TAMU Computing and Information Services 12A
Fayetteville Swampdogs 06B TAMU Cushing Library 12C
FC Dallas and Pizza Hut Park 10A TAMU Cushing Memorial Library 06B
FC Dallas Soccer, LLC 11A TAMU Dean's Office, College of Education and Human Development
06C
Fellowship Bible Chruch 10C TAMU Deaprtment of Recreation, Park and Tourism Sciences
10B
Ferrari-Maserati of Houston, TX 08C TAMU Department of Computer Science 06A
Final Support, Inc. 05B TAMU Department of Geography 06B
Fire Safe Protection Services 06B TAMU Department of Mathematics 10A
First Baptist Church of Frisco 09B TAMU Department of Multicultural Services 05B
First Christian Church of Bryan, TX 10B TAMU Department of Physics 09B
First Command 08C TAMU Department of Plant Pathology and 09B
371
Microbiology
First Financial Bank 13A TAMU Department of Recreation, Park & Tourism Sciences
06B
First Houston Mortgage 06B TAMU Department of Recreation, Park, and Tourism Sciences
09A
First Investors 08A TAMU Department of Recreational Sports 09B
First Investors Corportation 08A TAMU Department of Student Activities 08A
First National Bank Texas 08A TAMU Department of Student Activities 09B
First Presbyterian Church of Bryan 11A TAMU Department of Teaching Learning & Culture
07A
First Rate 07B TAMU Departmentof Rangeland Ecology and Management
07A
First Victoria National Bank 10C TAMU Dept of Chemistry 11A
Fleishman-Hilliard, Inc. 12B TAMU Dept. of Recreation Parks & Tourism Science
08A
Flour Bluff I.S.D. 05A TAMU Division of Finance Human Resourses 10A
FMC Technologies 11C TAMU Division of Marketing and Communications
10A
FMC Technologies 12A TAMU Employee & Organizational Development
11B
Foley's of College Station 06B TAMU Employee Services 07B
Formers International 12C TAMU Engineering Extension Service (TEEX) 13B
Fort Bliss Civilian Personnel Advisory Center 11A
TAMU Enterprise Information System 09B
Forward Air Solutions 13B TAMU Evans Library 08A
Forza Resources, LLC 13A TAMU Finance Division Computing Group 07B
Fossil, Inc 07A TAMU Harold Vance Department of Petroleum Engineering
07C
Four Seasons Hotel 08A TAMU Health Science Center 08C
Four Seasons Hotel, Austin 05B TAMU Health Science Center 10C
Frost & Sullivan 11C TAMU Health Science Center 11B
G & A Partners 09C TAMU Health Science Center 12C
G&A Partners 10C TAMU Health Science Center 13A
G&A Partners 11A TAMU Health Science Center Teaching Learning Resource Center (TLRC)
11A
G&A Partners 12B TAMU Health Science Center: Teaching Learning Resource Center
12A
G&A Partners 13B TAMU HEEC Instructional Media Services 08A
Gables Residential 09B TAMU Help Desk Central 13B
Gallivan, Callivan, & O'Melia LLC 08C TAMU Help Desk Central, CIS 11A
Garlyn Shelton Imports 13A TAMU HR Management Services Department 06B
Gaylord Texan 11B TAMU Human Resource Department 10C
GE Dresser 11B TAMU Human Resource Management Services Department
07A
Genencor 08B TAMU Institute for Quantum Science and Engineering
12C
Genesis HomeCare, Inc. 11B TAMU Instrutional Media Services 06A
372
Genesis Women's Shelter 12B TAMU Leadership Excellence Program 12C
Gensler 07B TAMU Letterman's Association 13B
Germania Farm Mutual Insurance Association 07A
TAMU Libraries 06A
Gexpro 09B TAMU Mays Business School Department of Management
08A
Glazers 06B TAMU Memorial Student Center 06A
Global Event Group 13A TAMU Memorial Student Center 11C
Go Now Missions 07B TAMU New Student Programs 07B
Graduate Marketing, Inc. 05B TAMU Office of Athletic Academics 10B
Grant Thornton 13A TAMU Office of Disability Services 06C
Graphic Garage 10C TAMU Office of the Commandant 07B
Great American Financial Resources, Inc. 08C
TAMU Office of the Commandant 07B
Greater Houston Pool Management Inc. 09B
TAMU Office of the Commandant 07B
Greater TEXAS Federal Credit Union 07B
TAMU Office of the Commandant 10A
Greatwood Golf Club 04B TAMU Office of the Commandant 10A
Greenville Oaks Church of Christ 06A TAMU Office of the Commandant 12A
Greystone Communities 12B TAMU Office of University Relations 05C
Ground FORCE Building Systems 08A TAMU Office of Vice President of Research, Professional Development Group
06A
GuideStone Financial 12B TAMU Open Access Labs 13B
Gurwitch, LLC 08A TAMU Physical Plant 07B
GV Publications 06B TAMU Polymer Technology Center 12A
H E Butt Grocery 06B TAMU Prospective Student Center 09C
Halliburton 07B TAMU Recreation, Parks and Tourism Sciences 11A
Hammersmith Hospitals/Charing Cross 05A
TAMU Recruitment Center 07B
Hanover 06A TAMU Recruitment Center 07B
Happy Halloween, Inc. / Cutting Edge Haunted House 13A
TAMU Recruitment Center 07B
Hatteras Holdings LLC 05C TAMU Residence Life 06B
Hays CISD 12B TAMU Sponsored Student Programs 11B
Heat Transfer Research, Inc. 08A TAMU Student Business Services - Aggie Card Office
07A
HEB 05B TAMU Student Computing Center 12C
HEB 06C TAMU Student Financial Aid Department 05C
HEB 07B TAMU System Health Science Center 10A
HEB 11C TAMU TEES Personnel Services 12A
HEB 12B TAMU Telecommunications 06A
HEB 08B TAMU Telecommunications Department 05B
HEB #543 06B TAMU Telecommunications Dept. 09C
HEB Grocery Company 04B TAMU Telecommunications Dept. 09C
373
HEB Grocery Company 09B TAMU Texas A&M Center for Student Athlete Services (CSAS)
11B
HEB Grocery Company 11B TAMU Texas A&M Center for Student Athlete Services (CSAS)
11B
Hewitt Associates 10B TAMU Texas A&M Recreation Center 11B
Hewitt- Packard of Houston, TX 09A TAMU Texas A&M University, Reads & Counts 11B
Hewlett-Packard 05B TAMU Texas AgriLife Communications 10B
Hewlett-Packard 12C TAMU Texas AgriLife Extension-Ecosystem Science & Management Unit
08B
Hill College 06B TAMU Texas Engineering Experiment Station 12A
Hilton College Station & Conference Center 10B
TAMU Texas Engineering Experiment Station 12B
Hilton College Station & Conference Center 11A
TAMU Texas Engineering Extension Service 10A
Hilton Hotel 06C TAMU Texas Engineering Extension Service 12A
Hilton Hotel 08A TAMU Texas Engineering Extension Service (TEEX)
11A
Hitachi Consulting Coporation (HCC) 11A
TAMU Texas Transportation Institute 06B
Hogan Homes, Inc. 13B TAMU Texas Transportation Institute 07B
Holloman AFB Flight Center 11C TAMU Texas Transportation Institute 08B
HOLT CAT 11A TAMU Texas Transportation Institute 09C
Holy Cross Hospital 12C TAMU Texas Transportation Institute 10B
Honda of America, Mft., Inc. 09A TAMU Texas Transportation Institute 10C
HostGater.com LLC 12A TAMU Texas Transportation Intitute 08C
Hotel Galvez 07B TAMU The Association of Former Students 08C
Houston Aeros 09A TAMU The Office of Graduate Studies 07C
Houston Aeros Hockey Club 08C TAMU The University Club 09B
Houston Astros 06A TAMU Transportation Institute 13A
Houston Astros 06A TAMU University Career Center 12A
Houston Astros 06B TAMU University Emplpyee Services 08A
Houston Astros 06C TAMU University Emplpyee Services - Policy and Practice Review
08A
Houston Astros 08C TAMU University Energy Management Business Office
11C
Houston Astros Baseball Club 05C TAMU University Mail Service 06B
Houston Astros Baseball Club 08A TAMU University Student Learning Center 12B
Houston Astros Baseball Club 09A TAMU University Writing Center 05B
Houston Astros Baseball Club 10A TAMU Utilities and Energy Management 10B
Houston Astros Baseball Club 11A TAMU Women's Basketball 11B
Houston Dynamo 07B TAMU Women's Study Program, College of Liberal Arts
07C
Houston Rockets 10C Tarantino Properties 06B
Houston Rockets & Toyota Center 09C Target 09C
Houston Rockets and Toyota Center 11A
Target 10C
374
Houston Texans 07C Target 13B
Houston Texans 08A Target Corporation 08A
Houston Texans 08A Target of Bryan, TX 09A
Houston Texans 10A Target of Bryan, TX 09A
Houston Texans 12B Taylor Creative 07B
Houston's First Baptist Church 13B Ted W. Allen & Associates 13A
Huffman ISD Technology Department 08C
Terry Davis & Associates 08A
Hughes-Christensen - Global Training Group 08A
Tervita 12B
Human Resource Department for the City of Missouri City 11C
Tesoro Companies, Inc. 12C
Humble ISD 05C Tessada & Associates, NASA JSC 06A
Hyatt Place 09A Testengeer, Inc. 12B
IBC Bank 07B Texas A&M Health Science Center 11A
IBM 05A
Texas A&M University - Computing & Information Services- Infrastructure Applications
11C
IBM 06B Texas A&M University - The Association of Former Students
11C
iLand Internet Solutions Corporation 12A
Texas A&M University Civil Engineering Computer Support
05C
IMG Financial Group 10C Texas Agriculture Experiment Station 05B
IMG Financial Group 11A Texas Army National Guard, Camp Mabry 10B
IMG Financial Group, Inc. 10B Texas Avenue Medical Clinic 07B
Independence Harley Davidson/Buell 06B
Texas City Independent School District 07C
Ingles Markets Inc 12C Texas Commission on Environmental Quality 07B
Innovative Fitness 11A Texas Department of Agriculture 05B
Innovative Fitness 11B Texas Department of Transportation 05B
Innovative Fitness 11C Texas Digital Systems 08C
Insight Global, LLC. 13A Texas Engineering Extension Service 05B
Integrated Medical Systems International, Inc. 07C
Texas Health Arlington Memorial Hospital 10A
Intergen 09C Texas Health Harris Methodist Hospital Southlake
12B
International Paint LLC 07B Texas Scottish Rite Hospital for Children 08B
INVESCO Real Estate 05A Texas State Aquarium 11B
ISI Consultants 05C Texas Student Housing 12B
ISN Software Corporation 08B Texas Truck Tops 07B
J&V Communication Services, Inc. 08B Texas Wesleyan University 13B
Jacobs Engineering Group Inc. 08B The Adolphus Hotel 08B
Jacobs Engineering Group Inc. 08B The Aggie Honor System Office 05B
Jaster-Quintanilla & Associates 10A The Buckle 09A
JB Knowledge Technologies, Inc. 05C The Center for Change and Conflict Resolution 05B
JBKnowledge 12A The Children's Museum of the Brazos Valley 11A
375
JBW Concepts 12B The City of College Station 06B
Jeff Hamilton State Farm Agency 06A The City of Houston 12C
Jenneret & Associates 04B The City of Nacogdoches, Human Resource Department
07B
Jimmy John's Gourmet Sandwiches 11B The Ellison Firm 11A
Joyce Klein Realtors 06A The Fairmont Sonoma Mission Inn & Spa 10A
Jubilee USA Network 05C The Federal Reserve in Houston Texas 06B
K 2 Share, L.L.C 11C The Hospital at Westlake Medical Center 12B
K&L Pest Control Services, Inc. 13B The Houston Astros 07B
K2Share, LLC 09B The Houston Ballet 13A
Kaizen Products, LP 12A The Houston Press 12C
Katy Independent School District 09A The Law Office of Joseph Stang 10A
Katy Independent School District 09A The Medical Center of Plano 12B
KBTX-TV 05B The Methodist Hospital 08B
KBTX-TV 09A The Methodist Hospital System 11B
KCI 09B The Olive Garden 08C
Kelly Services 06B The Omni Hotels 07C
KEOS 89.1 FM 12C The Pomegranate of Brenham, TX. 09A
Keystone Solutions, LLC 13B The Priority Group 08B
Kiewit Offshore Services 07B The Reynolds Company of Houston, TX 09A
Kimley-Horn and Associates, Inc. 12A The Seed Company 10A
Knapp Medical Center 06B The Sherwin Williams Company 10B
Knife River Corporation South 10A The Stanley Works 06B
Knowledge Based Systems 06C The University of North Carolina School of Medicine
09C
Knowledge Based Systems 11A The White House Office of Correspondence 05C
Knowledge Based Systems, Inc. 07B The Wood Group 12B
Kohl's Department Store 07B The Wood Group 12B
Kohl's Department Store 07B The YMCA of Greater Williamson County 12B
KPMG 04B The Zone of College Station 05A
Krieger Consulting 05C Thien Thuy Realty, LLC 11C
Kroger Texas L.P. 09C Thomas Markle Jewelers 08C
KYOTO Ja[anese Restaurant 09A Time-Warner 05C
Kyoto Japanese Restaurant 08C TNT Direct Sales Group 07A
La Quinta Inn & Suites 09B TNT Direct Sales Group 12B
Labyrinth Technologies 09A TODCO 06C
Lakeside Bar & Grill 09C Tommy Hilfiger USA 08B
Lance Armstrong Foundation 11A Tommy Hilfoger USA 06B
Landata 05B TomorrowNow 07A
Las Colinas Medical Center 07A TomorrowNow 07A
Laserfiche 08B TomorrowNow, Inc. 06C
Lavoyger E. Giles 08A TomorrowNow, Inc. 07B
376
Law Offices of Patrick Gendron 09B Tooling Technologies 07B
LeTourneau University 08C Traditions Health Care 09B
Level 3 Communications 12C Transamerica Financial Advisors, , Inc 12B
Lewisville Independent School District 09A
Tri-City Fastener & Supply 12A
Lhoist North America 12B Trinity Valley Community College 12C
Lifetime Chiropractic 09B TRISTAR Productions, Inc. 11B
LKCM Radio Group, LP / The Ranch Radio 08C
Tri-State Tools and Inspection 11B
Lockard & White 09C Triumph Express 06B
Lockheed Martin 10B Trudy's Hallmark Shops 05A
Lockheed Martin Aero 09B Turner Construction Company 13B
Lockton Dunning 13A Twin City Mission 09B
Lo-K Systems Inc 12C UBS Bryan Office 06C
Lone Star Images 09A UBS Financial Services 06A
Longnecker & Associates 05C United Athletic International 06B
Longnecker & Associates 06B United Cerebral Palsy of North Texas 08A
Lowe's 06B United Parcel Service 08A
Lowe's Home Improvement 05A United Valve 13B
Lyondell Chemical Company 07B Universal Computer Systems 04C
M.D. Anderson Cancer Center 11B Universal Computer Systems 05B
M.D. Anderson Cancer Center 11B Universal Computer Systems 05B
MAC Pizza Mgmt., Inc. 06A Universal Computer Systems 06C
Macca English Institution 08A Universal Computer Systems, Inc. 07A
Macy's 06B Universal Computer Systems, Inc. 07A
Magnolia Independent School District 07B
University Directories 07B
Make-A-Wish Foundation 07B University of Texas Medical Branch 06B
Marathon Oil 08B University of Texas, MD Anderson Cancer Center
09C
Maroon and White, Inc. 06C Unocal Indonesia Co. 05B
Marriott International 13B UPS 07B
Marriott Resort and Hotels 05A US Air Force Personnel Center 13A
Mary Kay Cosmetics 07B US Deaprtment of Education, Office of the Secretary
08A
Mayo Clinic 05B US Equal Employment Opportunity Commission
07C
McClennan Community College 07B US Equal Employment Opportunity Commission
12B
McDonald's Corporation 05B US Veterens Initiative - Texas 10A
McLane Company 08C USAA 10B
MD Anderson Cancer Center 07B USAA 11C
MD Anderson Cancer Center 08C USAA 13A
MD Anderson Cancer Center 09A USAA 13B
377
MD Anderson Cancer Center 10A USAA 13B
MD Anderson Cancer Center 10A USAA/Kelly Services 06A
MD Anderson Cancer Center 10C USAA/Kelly Services 07B
MD Anderson Cancer Center 10C Usability Sciences Corporation 06C
MD Anderson Cancer Center 11A USDA-ARS-SPA 06B
MD Anderson Cancer Center in Cancer Survivorship 10B
Utegration, Inc. 13B
Meadow Creek Apartments 13A UTMB 07A
MEDCO Construction, L.L.C. 08C Valley Valve & Pipe Supply Company 11B
Medco Health Solutions 09B Vaughn Construction 10B
Medco Health Solutions of Irving 08B Vaughn Construction 12B
Memorial Drive United Methodist Church 10C
Vector Marketing 11A
Memorial Hermann Hospital, Northeast 13A
VendorSafe Technologies 12C
Mercedes Homes 06B VendorSafe Technologies 12C
Mercer 11A VendorSafe®Technolgies 13B
Mercer (US) Inc. 10C Veolia ES Industrial Services, Inc. 13B
Merrill Lynch 04B Verizon 11C
Merrill Lynch 04C Victoria's Secret 07A
Merrill Lynch 05B Vinson & Elkins, LLP 11B
Merrill Lynch 05B Vinson and Elkins LLP 07C
Merrill Lynch 05C VLG 13B
Merrill Lynch 06C Volt Workforce Solutions 08A
Merrill Lynch 09A W.E.T. Automotive Systems - Texas, Inc. 08B
Merrill Lynch 11B Walgreens 05B
Methodist Healthcare System/Northeast Methodist Hospital 10B
Walgreens 06B
Metro Transit Authority 13B Walgreens 06B
Metrocare Services, L.P. Austin 06A Walgreen's of Waxahachie 07B
Meyers and Associates 06C Walt Disney World 05A
MGM Resorts International 11B Walt Disney World 06A
MHMR Authority of Brazos Valley 12B Walt Disney World 07A
MIC Group Benham East 11B Walt Disney World 10A
Micro Age of College Station, TX 09A Walters Funeral Home 06A Midlothian Independent School District 11A Waste Management 10B
Milbank Real Estate 10B Weatherford International 12C
Millennium Offshore Group, Inc. 04B Web Unlimited 13A Mineral Wells Independent School District 06A Welch Consulting 07A
Morgan Stanley 05A Wellbenders Directional Services LLC 12A Morning Star Missionary Baptist Chruch 12A WellCare Health Plans, Inc. 07B
378
Moroch Advertising 09B West Corporation 07C Mothers Against Drunk Drivers (MADD) 11B West Texas A&M University 04B
Mr. Electric Corp. LLC 12C Westerheim Custom Homes 07B
MSC Bookstore 04C Whataburger 11A
MSC Bookstore 05A Willis International 08B
MSC Bookstore 05A Wilson Admininstrative Services, LP. 06B Nacogdoches Independent School District
05B Wilson Kleemann dba Spherion 11A
NAMPAC 11A Wilson Kleemann dba Spherion 11B Natgun 06B Wilson Kleemann dba Spherion 13A National Boston 06B W-Industries 07B National Conference of State Legislatures
13A Workforce Solutions 05B
National Oilwell Varco 10B Worldlink Incorporated 10B NetNearU 12A xlrINT, LLC 12A Networth Cashflow Systems 05B XTO Energy 07A Neutral Posture 07B YMCA Camp Flaming Arrow 06B New York Life Insurance - Long Term Care Division
08C YMCA of Great Houston Harriet & Joe Foster Family YMCA 11B
Newfield Exploration Company 12A YMCA of Greater Willianson County 08A Next Level Sports & Entertainment, LLC
07C Yorkshire Academy 04B
Nexus Health Systems 11B Young Life Oakbridge 04B Nino & Associates, Inc. 09A Young Life's Lost Canyon 06B Nordstrom 07B Young Life's Wildhorse Canyon 06B North East Independent School District
10B YWCA Paso Del Norte 07A
North Houston Pole Line 12B Zachry Construction Corporation 05A Northwestern Mutual 07B
379
IRB APPROVED RESEARCH STUDIES
Protocol PI Last
Name
First Name Protocol Full Title Institution
Number
Status
Sewon Kim The Relationships Between and Among
Perceived Managerial Coaching
Behavior and Employee Affective and
Performance Related Outcomes
2009-0547 Active
Alfred Mary Spirituality and Race in Career Decision-
Making for Black Recent College
Graduates
IRB2012-
0770
Active
BERKELEY-JONES CATHERINE
S
The Relationship of teacher Levels of
Technology Implementation (LoTi) on
Texas Assessment of Knowledge and
Skills (TAKS) Scores as Reported in
Student Records of 6th, 7th, and 8th
Grade Students at Alamo Heights
Independent School District, San
Antonio, Texas.
IRB2007-
0380
Active
Callahan Jamie Yin Yang: An Ancient, but Cutting Edge
Perspective on Korean Culture
IRB2012-
0509
Active
CANALES DAVID Perceptions of Political Relations
Between Superintendents and School
Board Members on District Governance
and Practice on Public School Districts
in the Education Service Center, Region
1, Texas
IRB2008-
0580
Active
Castillo Linda Perceived Academic Competition among
Asian American Undergraduate Students
IRB2012-
0389F
Active
Chlup Dominique Mexican Women's Trajectories: from
GED to Postsecondary Completion at a
Large College in Texas
IRB2012-
0333
Active
Chlup Dominique Military Trauma and Post Traumatic
Stress Disorder: Effects on U.S. Military
Women
IRB2012-
0325F
Active
Chlup Dominique CRAFTING BETTER FUTURES: A
CASE STUDY OF THE
EDUCATIONAL EXCHANGE
BETWEEN AN NGO AND WOMEN
ARTISANS IN A DEVELOPING
REGION
IRB2013-
0394
Active
Cole Bryan Policy Implications: Replacing the
TAKS Reading Cut Scores with the
Common Core Curriculum Cut Scores
on Three Middle School Campuses
IRB2012-
0442
Active
380
Core Brandon From Legislation to Implementation: An
Evaluation of the Efficacy of the
Instructional Facilities Allotment Policy
IRB2008-
0513
Active
DOLFINA ISCA The Lived Experience of Indonesia
Faculty in Designing their Online
Courses
IRB2011-
0697
Active
Dooley Larry Careers are a Family Business: A Look
into Family Career Legacies
IRB2013-
0414
Active
Doshy Priyanka Workplace Incivility: Manifestation and
Coping Strategies of Targets
IRB2011-
0529
Active
Estrella Ivonne Teaching Experiences with Diverse
Populations
IRB2011-
0026
Active
GARCIA LIODOLEE Superintendents Perceptions toward their
current role as Instructional Leaders
IRB2011-
0871
Active
Goddard Roger Texas A&M Study of School
Organization and Instructional Practice
IRB2010-
0619
Active
Gonzalez Elsa The Experience of Deliberate Practice in
Shaping Academic Writing Performance
IRB2012-
0682
Active
Gonzalez Elsa Developmental Mathematics Students'
Reflections
IRB2013-
0054
Active
Gonzalez Elsa Graduate Student Veterans IRB2013-
0055
Active
Gonzalez Elsa Understanding the Experiences of
Dominoes Players
IRB2013-
0144
Active
Gonzalez Elsa Notice: Welfare is for workers, not adult
learners
IRB2013-
0347
Active
Gonzalez Elsa Cultural Considerations on the Retention
of Latina STEM Students
IRB2013-
0280
Pending
Gonzalez Jorge Families4College (F4C) IRB2013-
0379
Active
GREER TOMIKA An Investigation of Role Salience as a
Predictor of Work-Family Conflict
IRB2010-
0572
Active
Henson Harold Clinical Continuing Professional
Education using Kolb's Experiential
Learning Theory
IRB2011-
0746
Active
Kim Sehoon Brain Drain: Return Intentions of
International Students
IRB2011-
0750
Active
Lechuga Deborah Volunteer/Community Based Literacy
Programs: Pilot Test
IRB2010-
0550
Active
Lechuga Deborah 2010-2OllTexas Adult Family Literacy
Clearinghouse Impact Study
IRB2010-
0681
Active
Lechuga Deborah 2010 Professional Development Needs
Assessment
IRB2010-
0719
Active
381
Lechuga Vicente Leadership Development in the
Department Chair Role: A Case Study
Analysis
IRB2013-
0188
Active
Lewis Jesse The Impact of Accreditation on
Institutional Assessment of Student
Learning Outcomes: A Case Study of
Historically Black Colleges and
Universities
IRB2011-
0825
Active
Lincoln Yvonna An Exploratory Case Study:
Understanding Cultural Adaptation and
Stress Coping Processes of Chinese
Ethnic Minority College Students in
Higher Education Environments
IRB2012-
0166
Active
Lincoln Yvonna “These deserving students of the
sophisticating experience of war”:
Imagining a Critical Veterans Theory for
Higher Education
IRB2013-
0223
Active
LONG III ROBERT L School-Wide Positive Behavior Support
Implementation as it Relates to Referral
Reduction Among Students of Color in
an In-school Suspension Program:
Perceptions of Key Stakeholders
IRB2011-
0325
Active
Madsen Jean Leaders' Perceptions of their ability to
lead a demographically diverse school
and teachers perceptions of
administrators' capacity to lead diverse
groups
IRB2012-
0355
Active
Madsen Jean Leading with a Purpose: An Educational
Leadership Study Examining School
Leaders Understanding of Intergroup
Conflict
IRB2012-
0055
Approval
pending
Madsen Jean Reframing a School: A Principal’s
Perception in Campus Decision Making
in STAGE 1 Adequate Yearly Progress
(AYP)
IRB2013-
0341
IRB
Pending
Mckenzie Kathryn Heteronormativity in the Texas Oil
Patch: Practices, Policies and
Curriculum and its Impact on Gay White
Students in the Texas Public School
System
IRB2012-
0495
Active
382
Mckenzie Kathryn A Qualitative Study of the Educational
Experiences of Pregnant and Mothering
Teens
IRB2013-
0077
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Musoba Glenda Taking Stock and Moving Forward IRB2012-
0769
Active
Nafukho Fredrick Higher Education Non-Academic
Middle Managers: The Relationships
Among Leadership Behaviors,
Employee Perceptions of Meaningful
Work, and Employee Outcomes
IRB2012-
0109
Active
Nafukho Fredrick PERCEPTIONS AND CLARITY OF
THE ACADEMY OF HUMAN
RESOURCE DEVELOPMENT’S
ETHICAL STANDARDS
IRB2012-
0687
Active
Nafukho Fredrick Engaging online learners (2012) IRB2013-
0467
Active
Ponsford Bennett TAMU Libraries Website Survey for
2010
IRB2010-
0803
Active
RHODES-
MONETTE
KIMBERLY L An Analysis of the Impact of Positive
Behaviors Interventions and Supports
(PBIS) on the High School Graduation
Rates and Variables Contributing to
High School Drop Outs
IRB2012-
0161
Active
SANCHEZ KATHERINE A First-Year Experience Course in the
Community College: A Case Study
Analysis of Student Perceptions
IRB2011-
0575
Active
Santos Rose Latinas in Higher Education Doctoral
Programs at Public Institutions in Texas:
Persistence, Engagement, and Validation
IRB2011-
0867
Active
Schroeder Patricia Connecting Principal’s Professional
Development to Practice: The Mediating
Roles of Context & Phronesis
IRB2011-
0048
Active
Stanley Christine Flagship for the Public Good: An
examination of Stakeholders with Power
and their Conceptions of Public Higher
Education
IRB2012-
0473
Active
383
Stanley Christine Student Affairs Professionals and Their
Influence on the Academic Resilience of
Underprepared African American
Students
IRB2012-
0531
Active
Stanley Christine Diversity at HBCUs: Latino Student
Ethnic & Racial Identity Development
and Black Student Perceptions of
Diversity on HBCU Campuses
IRB2012-
0533
Active
Stanley Christine The Invisible Minority: Developing
Understanding and Distinction between
Arab Students and other Minority
Groups
IRB2013-
0016
Active
Stanley Christine Taking the Picture out of the Frame: A
Multidimensional Approach to Racial
Identity
IRB2013-
0100
Active
Stanley Christine Multiracial Students and the Balancing
of Multiple Identities
IRB2012-
0480
Active
TAHER ABU Conflict Management Styles and Their
Impact on Organizational Performance
IRB2011-
0290
Active
Torres Mario Influencers of academic effort: a
quantitative study of 10th grade students
IRB2013-
0080
Active
TREJO MARTHA
ALICIA
The Impact the Dual Language Program
on Academic Achievement of Third
Grade Students in the Areas of Reading
Over Four Years of Implementation in a
Rural District in Texas as Reported by
Academic Excellence Indicator System
(AEIS)
IRB2007-
0074
Active
UHER VICTOR Importance and Self-Assessment of
Texas State Board for Educator
Certification Principal Competencies as
Perceived by the Elementary and
Intermediate School Principals in The
Conroe Independent School District:
lmplications for Professional
Development
IRB2011-
0127
Active
Waller Jennifer The moral orientation of student conduct
administrators
IRB2012-
0096
Active
Wang Jia Rethinking technology acceptance from
a grounded theory perspective
IRB2012-
0293
Active
Wang Jia Understanding Experiences of Graduate
Assistants
IRB2013-
0006
Active
Wang Jia Leadership of Adult Education and
Family Literacy Organizations in an Era
of Diminishing Resources
IRB2013-
0084
Active
384
Wang Jia The influence of work cognition on
learning transfer system and motivation
to transfer in the South Korean public
sector: A mediating effect of
organizational commitment
IRB2013-
0292
Active
Wang Jia The Experiences of Vietnamese
University Faculty in their Professional
Development
IRB2013-
0224
Active
Wang Jia Back to the basic: Managerial
effectiveness in a Korean context
(Tentative)
IRB2013-
0353
Active
Webb-Hasan Gwendolyn Administrator Perceptions on Growing
Populations of Students who are English
Language Learners
IRB2012-
0484
Active
Webb-Hasan Gwendolyn Pathways From Pain to Peace: An
African American Woman Finding
Voice in Black Womanist Theology and
Leadership
IRB2011-
0887
Active
Webb-Hasan Gwendolyn Third Generation Mexican American
Teachers in the Souhtwest Borderlands
Region
IRB2012-
0548
Active
Webb-Hasan Gwendolyn Case Study of reflective qualities of
Successful Math Teachers of African
American students
IRB2013-
0438
Active
WELLMANN COURTNEY The Relationship Between the
Implementation of Technology in the
Teaching of Writing and Student
Success on the Exit-Level English
Language Arts TAKS Test
IRB2008-
0270
Active
WHITENER JENNIFER Navigating the Rapids of Culture and
Leadership: An Ethnographic Study of a
Professional Services Partnership Firm
IRB2008-
0542F
Active
Yu Jieli Faculty development leaves at Texas
A&M University
IRB2010-
0919
Active
IRB APPROVED STUDIES 2007- 2012
Protocol PI Name - Full Institution
Number
Protocol Full Title Protocol Status
ALFRED, MERLISSA C 2010-0160 Human Resource Development’s
Role in Promoting a Literate and
Skilled Workforce in the United
States
Exempt from
IRB Review
ALLEN, CRYSTAL J 2012-0023 The Parental Investment Strategies
of First-Generation African
American Rural College Graduates
Approved
385
in Cultivating College Student
Success
AVERY, RICHARD O 2010-0541 Perceptions of State Legislators and
Higher Education Administrators
Regarding Government Relations
Efforts by Land-Grant and
Research University Systems
Approved
AYIRO, LABAN P 2011-0802 Emotional Intelligence, Leadership
and School Performance
Improvement in Kenyan Schools
Approved
BAKER, WANDA 2010-0454 African American and Hispanic
Dropout Students: Perceptions of
Contextual Factors
Exempt from
IRB Review
BALL, JEANETTE 2010-0117 Teacher’s Self-Efficacy and Their
Relationship to Teacher Trust,
Collective Efficacy, and Teacher
Demographics
Exempt from
IRB Review
BANDA, ROSA MARIA 2008-0604 Examining the Latina Student
Experience in Engineering
Approved
BANDA, ROSA MARIA 2011-0065 Perceptions of social support
networks and climate in the
persistence of Mexican-American
females pursuing an undergraduate
STEM degree
Approved
BARR, SHELDON MARTIN 2012-0052 Perceptions and Knowledge of
Evidence Based Literacy
Instruction Among Elementary
School Teachers of English
Language Learners
Exempt from
IRB Review
BERKELEY-JONES,
CATHERINE S
2007-0380 The Relationship of teacher Levels
of Technology Implementation
(LoTi) on Texas Assessment of
Knowledge and Skills (TAKS)
Scores as Reported in Student
Records of 6th, 7th, and 8th Grade
Students at Alamo Heights
Independent School District, San
Antonio, Texas.
Exempt from
IRB Review
BOOKER, LONNIE 2010-0652 Crisis management planning: A
case study of man-made and natural
crisis events in higher education
Exempt from
IRB Review
386
BOREN, LAURA 2011-0571 Campus environmental factors
influencing student leadership
development and civic engagement
as perceived by a select group of
students at a public four-year
comprehensive higher education
institution
Approved
BROOKINS, BARI L 2010-0028 Success Factors among High-
Achieving Undergraduate Hispanic
Students Majoring in Engineering
at Major Research Institutions
Approved
BROWN, LESLEY-ANN 2008-0641 Intragroup Marginalization within
the Black Diaspora
Exempt from
IRB Review
BUSCH, TINA KILLOUGH 2010-1033 Determining Competencies for
Business-To-Business Front-Line
Sales Managers in For-Profit
Organizations
Exempt from
IRB Review
BYRD, DAVID A 2010-0863 Case Study Analysis of Under-
Represented Transfers in
Predominantly White Pre-Service
Teacher Education Programs
Exempt from
IRB Review
BYRD, DAVID A 2012-0069 Under-represented Student
Experiences with Community
College Advising
Approved
CANALES, DAVID R 2008-0580 Perceptions of Political Relations
Between Superintendents and
School Board Members on District
Governance and Practice on Public
School Districts in the Education
Service Center, Region 1, Texas
Exempt from
IRB Review
CARRILLO, ALICIA G 2010-0752 A Case Study of the College
Experiences of a Mexican-
American Student with Attention
Deficit Hyperactive Disorder: A
conversation between mother and
son
Exempt from
IRB Review
CHERRSTROM, CATHERINE 2012-0029 Doctoral Student Professional
Development in STEM Teaching
Approved
CLARK JR., NORMAN L 2011-0537 EMPLOYER ASSESSMENT OF
WHETHER GRADUATES FROM
THE INDUSTRIAL
DISTRIBUTION PROGRAM AT
TEXAS A&M UNIVERSITY
ADAPT TO THE WORKFORCE
AND BECOME PRODUCTIVE
AT A FASTER RATE AS A
Exempt from
IRB Review
387
RESULT OF THEIR
UNDERGRADUATE
EDUCATION
CORE, BRANDON 2008-0513 From Legislation to
Implementation: An Evaluation of
the Efficacy of the Instructional
Facilities Allotment Policy
Exempt from
IRB Review
DENNIS, BRADY 2007-0748 The Relationship of the NCAA
Admission Variables and
Graduation Success of Student-
Athletes at Texas A&M University
Exempt from
IRB Review
DOLFINA, ISCA 2011-0697 The Lived Experience of Indonesia
Faculty in Designing their Online
Courses
Exempt from
IRB Review
DOSHY, PRIYANKA 2011-0529 Workplace Incivility: Manifestation
and Coping Strategies of Targets
Approved
DUNCAN-BROSNAN,
LETICIA E
2009-0180 The Effect of Structured First-Year
Program on Latino Student
Persistence
Exempt from
IRB Review
FOWLER, RHONDA
MICHELLE
2010-0082 Inquiring HRD Minds Want to
Know
Exempt from
IRB Review
GARCIA, LIODOLEE 2011-0871 Superintendents Perceptions toward
their current role as Instructional
Leaders
Exempt from
IRB Review
GODDARD, ROGER 2009-0006 School Leadership Improvement
Study
Exempt from
IRB Review
GODDARD, ROGER 2010-0619 Texas A&M Study of School
Organization and Instructional
Practice
Exempt from
IRB Review
GONZALEZ, MARIA L 2011-0570 "Journeys to a Doctorate: The
Experiences of Selected First-
Generation Hispanic Students"
Approved
GREER, TOMIKA WILSON 2010-0572 An Investigation of Role Salience
as a Predictor of Work-Family
Conflict
Exempt from
IRB Review
GUERRA, VERONICA F 2007-0223 The Differences in Academic
Performance between Hispanic Pre-
Kindergarten Students in a
Structured Literacy Program
Compared to Academic
Performance of Hispanic Pre-
Kindergarten Students not in the
Structured Literacy Program
Exempt from
IRB Review
388
Selected Elementary Schools in
Laredo, Texas
HALL, MARLA B 2011-0739 Evaluation of Cultural Competence
and Health Disparities Knowledge
and Skill Sets of Public Health
Department Staff
Exempt from
IRB Review
HAMMONS, LAURA 2012-0109 Higher Education Non-Academic
Middle Managers: The
Relationships Among Leadership
Behaviors, Employee Perceptions
of Meaningful Work, and Employee
Outcomes
Approved
HAYES, HANNA B 2010-0969 Cultural Values Across Nine
Geographical Regions in an Oilfield
Services Corporation and Their
Effect on Job Satisfaction,
Organizational Commitment, and
Participation in Formal Mentoring
Programs
Exempt from
IRB Review
HENRY, CHERYL T 2010-0302 Examining the achievement gap
among African American students
in eighth grade science: A case
study of educators in one suburban
middle school
Exempt from
IRB Review
HENSON, HAROLD A 2011-0746 Clinical Continuing Professional
Education using Kolb's Experiential
Learning Theory
Approved
HLAVINKA, SYLINDA 2010-0985 The Interrelationship between
Millennial Teachers and the
Cultural Diversity of Students
Exempt from
IRB Review
HUDSON, SHANE 2010-0503 Maintaining Economic
Responsibility in Division IA
Athletics
Exempt from
IRB Review
HULL, RICHARD 2012-0068 Principals' Perceptions of School
Capacity to Meet the Adequate
Yearly Progress Requirements of
No Child Left Behind
Exempt from
IRB Review
JENKINS, CHINA 2012-0124 The Transformation and Motivation
of Caucasian Culturally Responsive
Educators
Approved
KENZHEGARANOVA,
MADINA
2007-0542 National Human Resource
Development in Transitioning
Societies in the Developing World:
The Republic of Kazakhstan
Exempt from
IRB Review
KIM, MINJUNG 2011-0779 Brain Drain in Korea: Why doctoral
students studying in the USA refuse
Approved
389
to return to their nation
KIM, SEHOON 2011-0278 Long work hours in Korean
organizations
Approved
KIM, SEHOON 2011-0750 Brain Drain: Return Intentions of
International Students
Exempt from
IRB Review
KIM, SEWON 2009-0547 The Relationships Between and
Among Perceived Managerial
Coaching Behavior and Employee
Affective and Performance Related
Outcomes
Exempt from
IRB Review
KIMBALL, JORJA 2010-0423 Time to Completion of CBK
Related to Graduation of
Engineering Majors 1998-1999
Exempt from
IRB Review
KISSACK, HEATHER 2010-1023 Silencing Mechanisms in
Organizational Computer-Mediated
Communication? A Critical Study
Exempt from
IRB Review
LAWSON, KIMBERLY
KELLEHER
2010-0150 High School Principals’ Perceptions
of Central Office Administrator
Instructional Support
Exempt from
IRB Review
LECHUGA, DEBORAH C 2011-0418 Developing collaborations to
support literacy programs
Approved
LECHUGA, DEBORAH C 2011-0748 Volunteer Training Initiative
Participant Project
Approved
LECHUGA, DEBORAH C 2010-0719 2010 Professional Development
Needs Assessment
Exempt from
IRB Review
LECHUGA, DEBORAH C 2010-0922 Teaching Diverse Adult Learners Approved
LECHUGA, DEBORAH C 2010-0550 Volunteer/Community Based
Literacy Programs: Pilot Test
Exempt from
IRB Review
LECHUGA, DEBORAH C 2010-0681 2010-2OllTexas Adult Family
Literacy Clearinghouse Impact
Study
Exempt from
IRB Review
LECHUGA, VICENTE M 2011-0675 Women Faculty in Engineering:
Motivation & Research
Productivity
Approved
LONG III, ROBERT L 2011-0325 School-Wide Positive Behavior
Support Implementation as it
Relates to Referral Reduction
Among Students of Color in an In-
school Suspension Program:
Perceptions of Key Stakeholders
Exempt from
IRB Review
LOPEZ, MICHELLE M 2012-0091 Latina Administrators' Ways of
Leadership: Preparando Chicanas
Approved
LOWRY, ROBERT 2011-0845 Equality in Texas Public Schools
for Male Offenders who have been
Approved
390
Classified with Intellectual
Disabilities
MALDONADO, WANDA 2007-0439 The Impact of Student Enrollment
in Public Pre-Kindergarten on
Student Performance as Identified
by Third Grade Texas Assessment
of Knowledge and Skills (TAKS)
Scores in Reading and Math in
Selected Elementary Schools in
Region 20 Education Service
Center in Texas
Exempt from
IRB Review
MCCULLOUGH, COLLEEN 2006-0052 Transfer Student Assesment Exempt from
IRB Review
MCGARY, OSTROVA D 2011-0326 “The Motivators that Contribute to
the Migration of African American
Educators from Suburban districts
to Urban districts”
Exempt from
IRB Review
MCGEE, JOEL 2011-0853 Peer Educator Focus Group Approved
MCGLOHN, ROBIN WEST 2010-0344 Examining Distribution of Teacher
Quality by Race/Ethnicity and SES
of Students by School in One Large
District
Exempt from
IRB Review
MCINTOSH, DAVID 2009-0418 Protecting the Ivory Tower: An
Exploration of How Whiteness is
Understood and Enacted by
Institutional Administrators
Approved
MENA, DIANA P 2010-0972 The Experience of Job Displaced
Mexican-Americans From San
Antonio, Texas Who Have
Exempt from
IRB Review
Received Training
MERTON, PRUDENCE 2010-0543 Assessing Effectiveness of a
Syllabus Workshop Using Pre- and
Post-Workshop Syllabi
Exempt from
IRB Review
MOONEY, PATRICIA 2012-0054 Middle Class and Middle School:
Does Opportunity Knock for
African American Students?
Approved
MORENO, ANA PATRICIA 2011-0521 Experiences of Women Leaders in
Mexico
Approved
NEBLETT-GREEN, MONICA
ROSHAWN
2011-0433 What was the Impact of Difficult
Dialogue on Four White Professors
and Four African American
Students at the University of
Nebraska Omaha.
Exempt from
IRB Review
391
NELL, JAN 2010-0161 An Investigation of the Perceptions
of Latino High School Males Who
Were in Danger of Dropping Out
But Persevered
Exempt from
IRB Review
NAFUKHO, FRED
OBIERO, DAN
2010-0531 Consequences of Employee
Turnover on Organizational
Performance in the Banking
Industry
Exempt from
IRB Review
PHILLIPS, CLAIRE 2010-0083 Case Study Examination of the
Process Used to Create a
Community College-University
Engineering Articulation
Agreement
Exempt from
IRB Review
REA, MARLA 2011-0768 A Study of the Psychometric
Properties of the HGBSI at grade
levels 6-12
Exempt from
IRB Review
REA, MARLA 2009-0830 Is there a connection? An
investigation to determine if a
correlation exists between passing
state assessments (TAKS) and the
Texas English Language
Proficiency Assessment Standards
(TELPAS)
Exempt from
IRB Review
RICE, DELORES 2010-0742 The Career Experiences of African
American Female Engineers
Exempt from
IRB Review
ROBINSON, PETRA 2010-0363 Skin Bleaching In Jamaica: A
Colonial Legacy
Exempt from
IRB Review
RODRIGUEZ, CLAUDIA G 2006-0560 A Case Study of the Perceptions of
Current and Former School Board
Members of a Recently Anexed,
Rural, Impoverished, Latino School
District in South Texas, in a High-
Stakes Accountability System
Exempt from
IRB Review
RODRIGUEZ, KAREN 2011-0543 Problems with Science Teaching
and Learning for English Language
Learners in One Diverse
Elementary School
Approved
SANCHEZ, KATHERINE
JEANINE
2011-0575 A First-Year Experience Course in
the Community College: A Case
Study Analysis of Student
Perceptions
Approved
SANDLIN, JUDY R 2011-0147 The Mental Toughness of
University Students Compared to a
Matched Sample of Division I
Student-Athletes
Exempt from
IRB Review
392
SANDOVAL, CAROLYN L 2011-0171 A Holistic Approach to Education
for Incarcerated Women: A
Descriptive and Evaluative Case
Study of Resolana
Approved
SANDOVAL, CAROLYN L 2011-0206 Focus Group on Peer Review of
Teaching
Exempt from
IRB Review
SANTOS, ROSE ANNA 2011-0867 Latinas in Higher Education
Doctoral Programs at Public
Institutions in Texas: Persistence,
Engagement, and Validation
Approved
SCHEURICH, JIM 2009-0650 Problem of Practice Study Exempt from
IRB Review
SCHROEDER, PATRICIA 2011-0048 Application of Professional
Learning: Implications for
Principals’ Professional
Development
Exempt from
IRB Review
SCOTLAND, MIRIAM 2010-0196 Career Success Orientation, Career
Development, and Career
Satisfaction as Perceived by
Selected Employees in Jamaica
Approved
SORRELS, CAROLYN 2010-0444 Motivation of Non-Traditional
Students in Higher Education
Approved
STEPHENS, MATTYNA 2011-0797 Low-Income Women: Cracking the
Unspoken Dress Codes for Career
Development
Approved
STEPHENS, MATTYNA 2011-0807 Adult Education or Family Literacy
Program Participation among
African American Grandmothers
who are the Primary Caregivers of
their Grandchild
Approved
STRAMASKI, JAMES 2011-0651 Faculty Perceptions of the Use of
Second Life as an Educational Tool
Approved
TAHER, ABU 2011-0290 Conflict Management Styles and
Their Impact on Organizational
Performance
Exempt from
IRB Review
THOMAS, CARLOTTA 2011-0627 Perceptions and Experiences of
Four Teachers and Four African
American Female Students in 7th
Grade Mathematic Classes
Approved
TORRES, MARIO 2011-0827 The Campus Level Efficacy of the
Foundation School Program: A
Study of Texas Campuses
Exempt from
IRB Review
393
TREJO, MARTHA ALICIA 2007-0074 The Impact the Dual Language
Program on Academic
Achievement of Third Grade
Students in the Areas of Reading
Over Four Years of Implementation
in a Rural District in Texas as
Reported by Academic Excellence
Indicator System (AEIS)
Exempt from
IRB Review
TREVINO, MONICA 2010-0049 Predictors of Employee Group
Cohesion: A Study of Primary Care
Practices
Approved
TREXLER, GRANT 2011-0014 QUALITATIVE AND
QUANTITATIVE DECISION-
MAKING TECHNIQUES USED
BY CHIEF FINANCIAL
OFFICERS IN PUBLIC
RESEARCH UNIVERSITIES
Exempt from
IRB Review
TRUSCOTT, JESSICA 2006-0084 Understanding Millennials at Sam
Houston State University
Exempt from
IRB Review
TURNER, TONYA 2010-0246 Perspectives: An Examination of
Black Professionals Constructing A
Career Identity
Exempt from
IRB Review
UHER, VICTOR 2011-0127 Importance and Self-Assessment of
Texas State Board for Educator
Certification Principal
Competencies as Perceived by the
Elementary and Intermediate
School Principals in The Conroe
Independent School District:
lmplications for Professional
Development
Exempt from
IRB Review
VERKHOHLVAD, OLHA 2007-0643 Designing an Alternative Measure
of Human Capital Index Based on
Existing Publicly Accessible Data
Exempt from
IRB Review
VESTAL, BRAD 2010-0085 Conflict Management Behaviors in
School Principals
Exempt from
IRB Review
WALLER, JENNIFER 2012-0096 The moral orientation of student
conduct administrators
Approved
WANG, JIA 2011-0284 Understanding Crises from a
Cultural Lens
Approved
WANG, JIA 2010-0465 Organization Development: A US
Company’s Practices under
Globalization
Approved
WARD, SUSAN 2011-0889 Calibrated Peer Review: An
Instructional Tool for Teaching
Grant Writing
Exempt from
IRB Review
394
WEAVER, MELISSA 2006-0699 College Students' Friendship
Formation
Exempt from
IRB Review
WEIR, STEPHEN 2005-0646 Student and Advisor Seminar
Assessment
Exempt from
IRB Review
WELLMANN, COURTNEY 2008-0270 The Relationship Between the
Implementation of Technology in
the Teaching of Writing and
Student Success on the Exit-Level
English Language Arts TAKS Test
Exempt from
IRB Review
WHITBECK, CHRISTIE
LYNN
2010-0194 The Perception of the Effects of
Professional Learning Communities
on Mathematics Achievement in
Comprehensive 5A High Schools
Exempt from
IRB Review
WHITENER, JENNIFER K 2008-0542 Navigating the Rapids of Culture
and Leadership: An Ethnographic
Study of a Professional Services
Partnership Firm
Approved
YU, JIELI 2010-0919 Faculty development leaves at
Texas A&M University
Exempt from
IRB Review
