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ERIC Number: ED129255
Record Type: Non-Journal
Publication Date: 1976-Apr
Reference Count: N/A
Curriculum Elements of Graduate Education: a Brief Case Study on the Evaluation of a Doctoral Program.
Schwen, Thomas M.
A current trend in evaluation to balance quantitative measures and qualitative judgments provided the philosophical context for this case study. In the late 1960's a balanced methodology was devised to evaluate doctoral programs in the School of Education at Indiana University. The model of doctoral education that emerged facilitated analysis, but it was contested by many faculty members. Students constituted the input and output variables in the model. The major process variables were stated as clusters of student activities while university resources constituted context variables. A statement of formal external criteria rather than substantive criteria was formulated that could be applied to all doctoral programs. Operational indicators of the criteria were enumerated by a faculty committee. The initiation of formal program review utilizing the evaluation process guide was postponed for six years and is still in halting progress. The process of developing the guide, the guide itself, and the problems of implementation at Indiana University provide a history of a difficult undertaking which proved particularly susceptible to the effects of circumstance. (KB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington. Div. of Instructional Systems Technology.