1.2 Reflections on the first 2 years of a doctoral program in  (Page 7/7)

Conclusion

The scope of this chapter has not identified all of the experiences involved in creating a new doctoral program in educational leadership. Yet the process of reflecting on our experiences in these 2 years has exposed many of the issues that have challenged us during this time. While faculty members involved with this doctoral program have not yet found solutions for all of the challenges identified that included admissions, the changing cultural climate, curriculum and instruction, the need for collaboration and others, there is considerable ongoing dialogue. We are talking with faculty at other universities, we are listening to our students and their ideas about on-going program improvement, and we are researching the literature to find other possible ideas and strategies that will result in a successful educational leadership program. The process of change is alive and well, even in a brand new program. In our new educational leadership doctoral program at Lamar University, the process of reflection focuses not on re-vitalizing an existing program but instead on the ongoing process of continually refining to build a strong program for leaders.

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Author Biography

Sandra Harris, Ph.D. is an associate professor and Director of the Center for Doctoral Studies in Educational Leadership at Lamar University in Beaumont, Texas. Dr. Harris primarily specializes in the educational areas of doctoral leadership learning, creating welcoming achieving school climates K-12, and effective practices for leaders K-16. She is editor of the refereed journal NCPEA Education Leadership Review. Her most recent books are Changing Mindsets of Educational Leaders (2005, Rowman&Littlefield Education), Best Practices of Award-Winning Secondary Principals (2006 Corwin Press), and The Challenges of No Child Left Behind (2007, with Jane Irons, Rowman&Littlefield Education).