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Date:         Mon, 31 Aug 1992 02:45:02 EDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         gallagherj@SATURN.GLASSBORO.EDU
Subject:      RE: ed leadership career paths
X-To:         EDPOLYAN@ASUVM.INRE.ASU.EDU
X-cc:         RUD@WCUVAX1.WCU.EDU

A.G. Rud's posting on ed leadership paths brings up the old
argument of on-campus doctoral programs in residence versus the
Nova or Walden University type of programs for in-service
professionals.

I think that one must first address the question of why one wants
to study at the doctoral level. Does the educator (I am assuming
that we are limiting discussion to those in the field of
education.) want to increase his/her knowledge to become a
specialist in some area of education? Does the educator want to
become a producer of new knowledge rather than a consumer? Does
the educator want to move into higher education as a faculty
member or researcher and therefore knows that a doctorate is
almost a requirement? Does the educator want to move to an
educational think tank such as RBS (Research for Better Schools)
or one of the national centers sponsored by the Department of
Education? For the above, (and there may be other examples) I
believe that residential studies for a doctoral program are
necessary, specifically for the reasons stated by Rud -- group
cohesion, lessening of distractions, definitely more scholarly,
and just being in the university atmosphere living the life of a
scholar.

Residential studies on a full time basis requires commitment -
personal, financial, career, and family. When I went to Ohio
State, I left a good well paying tenured high school teaching job
for three years of full time studies and I remember them as some
of the best years of my life. I started at age 32. I had a wife
(still married to her!) and a new son. At OSU, I taught some
classes, did lots of research, and lived the life of a scholar on
a campus which had just about everything a scholar needs. It was
there for the taking and I immersed myself in the life along with
professors and fellow graduate students. I learned so much from
professors and peers (and from my undergraduate students, too).
My professional life was dedicated totally to my development. I
feel that my Ph.D. was earned and it is worth something.

In response to Rud's colleague, true scholarly development
requires commitment and sacrifice. I estimate that my Ph.D. cost
me over $50,000 in lost wages and costs (1975 dollars). When I
began teaching at the college level after graduation, I began at
a salary significantly BELOW my 1972 high school teaching salary
and I have just about caught up to my old high school peers after
17 years teaching at the college level. Her argument is empty for
many colleges and universities have child care centers, many of
the free or cooperative type. The only ones who enter graduate
studies without problems are the single folks. Of the seven
doctoral graduate assistants in my department, only one was
single. We all struggled with the financial and family
considerations. Most of us had children. If one wants to make the
commitment for a doctorate which is scholarly, then the sacrifice
comes with it. No pain...no gain.

Now, there are others who study for a doctorate because it is a
"union card" to job opportunities. It leads to principal jobs and
higher administrator positions. Sometimes, a teacher seeks a
doctorate to get to the top paying scale of the salary schedule.
Do these individuals seek scholarly studies or do they want job
skills and knowledge to perform in these jobs? Do they want to
become knowledge producers or do they want to become better
technicians in their present or desired positions? I have first
hand knowledge and experience with this mind set. Many of my
graduate students take my Fundamentals of Curriculum Development
course (masters level) to complete a New Jersey requirement for
supervisor/principal certification. I approach the course as a
scholarly activity with papers, tests, the development of a
curriculum, all requiring readings, discussions, thinking, visits
to the library, etc. I am quite unpopular because too many just
want the box checked on their transcript -- not to become
knowledgeable in curriculum development which requires effort. I
wonder whether students in the Nova/Walden external degrees fit
the same mold of many of my graduate students. Just how difficult
are the studies and what level do they reach in scholarly work?

Finally, there are those who go to a local university to work on
a doctorate part time. They go for years taking two courses per
semester until they complete the credits. Then, they work on a
dissertation for several years, hoping that a member of their
dissertation committee doesn't die, retire, or move to another
institution. These universities vary in their residency
requirements from none to a full academic year (or more). At
least, students in these programs may get some of the university
experience on campus (especially if a residency is required) and
are taught by some of the key professors on the faculty. It is a
compromise but I know many who are scholarly leaders in
education. This route requires lots of pain for the gain.

When discussing this, we must include the present and future
benefits of technology in graduate studies. I watch some of the
programs on cable's Mind Extension University and have learned
from these programs. With CD Roms and other self contained and
on-line services, individuals will have access to more
information at home or in the office. Will this change the way
people learn? Will this further muddy the waters. What about all
of you reading this on the list? Are we all not cohorts? I have
learned so much reading the discussions on these listservers and
I look forward to getting on-line each night. Can technology
replace the campus experience of residency?

John V. Gallagher
Glassboro State College
Department of Technology Education
Glassboro NJ 08028-1701

GALLAGHERJ@saturn.glassboro.edu
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