1. David J. Chard, Ph.D. Leon Simmons Dean Simmons School Update and Doctoral Program Development

2. Bullet one Bullet two Bullet three

4. Grown from 13 faculty in 2006 to 72 faculty in 2013 Five departments: –Teaching and Learning, –Applied Physiology and Sport Management, –Education Policy and Leadership, –Graduate Liberal Studies, and –Dispute Resolution and Counseling Simmons Fact Sheet Two Centers and One Institute: –Center on Communities and Education –Center on Research and Evaluation (CORE) –Institute for Evidence-based Education Enrollment: –2006: 0 Undergraduates; 1,036 Graduates –2013: 420 Undergraduates; 1,816 Graduates Gross Revenue –2006 – $7,005,813 –2013 – $25,504,030

5. PhD in Education Program is Designed to Offer: Methods-intensive course of study for persons interested in research careers Active engagement in research projects across all phases: conception, design, implementation, analysis, and dissemination Intensive mentoring in professional work of publishing, teaching, presenting, and grant writing Collaboration opportunities to gain experience with school-, community-, and agency-based projects (local districts, RME, CCE, Bush Institute, CORE) Professional networking with scholars in regional, state, and national organizations through seminars, conferences, and internships

6. Program Delivery Hallmarks Full-time cohort model with 4-8 applicants accepted each year Research fellowships guaranteed for 2-3 years upon acceptance Course of study including a) 48 credit hours and b) 4 semesters of 20 hours/week of experience as a research assistant Competency requirements to ensure the development of teaching, presentation, and publication skills Apprenticeship focus, with close professional relationships with one or more faculty to hone their research and to become well socialized Evolving funding model from fully grant-supported to a hybrid of grant support and endowment funding to recruit the highest quality scholars

7. Current and Emerging Questions for Program Redesign “Standardization” vs.“Customization” of learning “Courseification” vs. “Apprenticeship” Methodological depth vs. Epistemological breadth Need for balance between social-science methods training and field-specific expertise (e.g., new EPL instructed PhD seminars in education politics and policy and organization theory) Marketing, branding, and student recruitment efforts The role of multidisciplinarity Rigorous program review