Ph.D. in Education Student Handbook

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1 ROWAN UNIVERSITY COLLEGE OF EDUCATION Ph.D. in Education Student Handbook November 2015 POLICIES, PROCEDURES, AND REQUIREMENTS FOR THE STUDY AND COMPLETION OF THE PH.D. DEGREE IN EDUCATION

2 i TABLE OF CONTENTS SECTION I 2 OVERVIEW OF PROGRAM 2 SECTION II 6 STUDENT ADVISEMENT & SUPPORT 5 GRADING PROCEDURES AND POLICIES 6 SECTION III 7 ROLES & RESPONSIBILITIES OF STUDENTS AND FACULTY 8 PROGRAM STRUCTURE 9 COMPREHENSIVE EXAM 14 SECTION IV 15 THE DISSERTATION PROCESS 15

3 SECTION I OVERVIEW OF PROGRAM The Ph.D. in Education offers specializations in higher and postsecondary education, counselor education, literacy education, and special education. Our students are tasked with responding to the region's, nation's, and world's most persistent educational challenges, those that obstruct access, success, and equity in traditionally underserved communities. Program Vision The Ph.D. in Education will be a leading force in preparing scholars who engage in research to redress inequities in education and thereby transform our global society. Program Mission The Ph.D. in Education is a multidisciplinary, collaborative program that develops scholars who, through research and praxis, work to ameliorate persistent gaps in educational opportunities. Connections to University, the College of Education, and the Center for Access, Success and Equity Missions and Visions The Ph.D. in Education aligns with the Mission and Vision statements of Rowan University, the College of Education, and the Center for Access, Success and Equity in addressing educational access, success, and equity through knowledge production and policy engagement. 2

4 Program Description The Ph.D. in Education is a multi-disciplinary research-focused degree anchored in the educational complexities of access, success, and equity that is designed to prepare students globally to assume roles as faculty and researchers in one of four specializations: Counselor Education, Literacy Education, Higher and Postsecondary Education, and Special Education. The unique underpinning of this program is the intersection of two primary research foci: (1) a commitment to redressing systemic and persistent barriers to quality education and (2) a dedication to using rigorous empirical research with area schools, districts, colleges, and other educational partners to improve equity in educational outcomes. In contrast to the existing EdD in Educational Leadership, which trains local P-20 practitioners for leadership positions, the Ph.D. offers its candidates opportunities to engage in research, college-level teaching, and clinical experiences that respond to the region s and the nation s persistent challenges with educational access and equity in traditionally underserved communities. Counselor Education Specialization The Counselor Education specialization of the research-focused Ph.D. in Education is designed specifically for those who wish to pursue careers as counselor educators at the university level, or as supervisors in schools or clinical settings. The program is committed to promoting the counseling profession and evidenced-based practices and initiatives through advanced curricular experiences that address systemic and persistent barriers for P-20 students. Through intensive faculty-supervised clinical and research experiences that address the academic, personal/ social, and career development needs of children, adolescences, and young adults; our candidates will contribute to improving equity and success in educational outcomes. As a result, candidates will engage in research, teaching, supervision, and consultation with mentors, which will equip them to advocate for systemic change. Our graduates will be counseling leaders in the profession, advocates, and researchers who contribute to their schools and communities through rigorous scholarship and who are committed to leading efforts to enhance educational equity. Higher and Postsecondary Education Specialization The Higher and Postsecondary Education specialization of the Ph.D. in Education is for students with an interest in careers as academic faculty, researchers, senior college and university administrators, and policy analysts. Our curriculum provides a strong theoretical foundation in the areas of teaching and learning; public policy and the social, economic, and political factors that impact postsecondary institutions; and educational assessment and reform. Connected to the Ph.D. s central focus on access, success, and equity candidates will build on this foundation by working closely with faculty on research that addresses equity with partners from other postsecondary institutions. In collaboration with doctoral program faculty, our students will engage in college level teaching with strong faculty mentoring; engage in research resulting in opportunities to write peer reviewed journal articles and present at national conferences; and collaborate on grant opportunities. Our graduates will become college and university faculty and leaders; and/or researchers or policymakers whose understanding of and rigorous scholarship on the postsecondary education sector contribute to leading efforts to engendering educational equity in their communities. Literacy Education Specialization The Literacy Education Ph.D. specialization is designed for candidates interested in leadership roles in research, policy, and teaching in higher education. The courses examine influential theories and research that address the developmental, cognitive, motivational, multimodal, literary, linguistic, sociocultural and sociopolitical foundations of literacy. The program is strongly framed by a critical stance that emphasizes the transformative

5 potential of language and literacy and the accompanying implications for educational and social change. The program promotes an examination of the contextual features of literacy that furthers knowledge in literacy and literacy education. Candidates for the literacy education doctorate will plan and conduct research examining major issues around the interaction of theory, research and practice and their role in promoting access, equity and success across a range of educational contexts. Special Education Specialization The Special Education doctoral program is designed to prepare students for leadership roles in research, service, and teaching in higher education in the field of special education. The program will provide doctoral candidates an opportunity to develop the skills and commitment needed to become an advocate for improving the equity of services and opportunities for students with exceptional learning needs and their families. Through clinical experiences, advanced courses, and research experiences, students in the Ph.D. program will be prepared to develop and implement evidence-based practices that will enhance the educational outcomes of students with exceptional learning needs. The program is committed to the use of evidence-based practices that meet the needs of individuals with exceptional learning needs. Under the guidance of doctoral program faculty, students will have opportunities to submit peer-review publications, present professional presentations, and collaborate on grant writing that will provide equitable opportunities for students with exceptional learning needs and their families. Program Goals 1. Graduates of the Ph.D. in Education will be able to identify, advocate for, and address persistent problems in education to support educational access and equitable outcomes for all students. 2. Graduates of the Ph.D. in Education will develop scholarly and research skills to investigate and develop solutions to persistent problems of access, success, and equity in education.. Graduates of the Ph.D. in education will develop the knowledge, skills, and dispositions to support effective teaching, mentoring, and supervision skills to support equitable outcomes for all students. The program plans to address these goals by providing students with: Intensive research experience from the start of the program; Mentorship throughout the program; College level teaching experiences; and Innovative pedagogical practices. 4

6 SECTION II STUDENT ADVISEMENT & SUPPORT The faculty and staff of the Ph.D. program in Education provide enrolled students with appropriate advisement, academic support, and important opportunities for continuous improvement that will enable student success. This section outlines the process of advisement, evaluation of student progress, and information on remaining in good standing in the program. It is the students responsibility to ensure he/she understands the university, department, and program policies. Please familiarize yourself with all the university s policies including, but not limited to, the following: Academic Integrity Academic Probation Academic Warning Attendance Change of Grade Policy Dismissal Conditions Grading Satisfactory Academic Progress Student Grievances Use of the Incomplete Grade To facilitate doctoral students through program requirements, the Program Coordinator and Program Director provide extensive support. The role of the Coordinator in advisement is to: Provide specific information about university, college, department, and program policies, procedures, resources, and programs that affect the candidate; Refer candidates to university and college support services that provide assistance with their program study; In addition, faculty members serve as advisors and mentors to students. Holmes Scholars Since 1991, the AACTE Holmes Scholars Program has supported doctoral students from historically underrepresented backgrounds pursuing careers in education at AACTE member institutions. Rowan University participates in the Holmes Scholars Program. Students who are designated as Holmes Scholars must attend monthly meetings to discuss progress, to receive mentorship, and to participate in professional development. 5

7 Grading Grading Procedures and Policies Per the university guidelines, courses will be graded on the A-F scale as follows: A 4.0 B.0 C 2.0 D 1.0 A-.7 B- 2.7 C- 1.7 D- 0.7 B+. C+ 2. D+ 1. F 0 In order for students to maintain minimum academic satisfactory progress, students must: Maintain a.0 GPA Earn no grades less a B Students who receive a grade less than a B, may retake the course once. Students must earn no more than two grades less than a B. Students may retake no more than 2 courses. In addition, students must maintain a.0 GPA or higher in order to be in good standing with the Ph.D. program. All students must follow the policies outlined by the handbook for student conduct Time and Credit Limitations Unless otherwise specified, the Ph.D. program must be completed within six (6) academic years. In rare and compelling instances, an extension of one year may be requested by a candidate to complete his/her program. This request may be granted only once upon approval by the program coordinator, program director, and the Dean of the College of Education. Academic Integrity The integrity of academic programs is imperative to Rowan University s mission. While acknowledging the social and collaborative nature of learning, the University expects that grades awarded to students will reflect individual efforts and achievements. All members of the Rowan community are responsible for understanding what constitutes academic dishonesty; upholding academic integrity standards and encouraging others to do likewise; and knowing the procedures, rights and obligations involved in the Academic Integrity Policy. Academic dishonesty, in any form, will not be tolerated. Students who commit an act of academic dishonesty are subject to disciplinary sanctions up to and including expulsion from the university. Students must familiarize themselves with the complete academic integrity policies found on the Provost s website at At the doctoral level, ignorance of university policy is not considered a valid reason for failure to adhere to academic integrity standards. 6

8 SECTION III ROLES & RESPONSBILITIES OF STUDENTS AND FACULTY Key features of the Ph.D. program in Education are the structured mentorship, teaching, and research sequences that prepare students to become faculty, to influence policy, and to redress persistent educational challenges. Below is a description of both student roles and faculty responsibilities in the program. Student Responsibilities Participate in the planning of the Rowan College of Education reception at the AERA conference; Mentor junior students; Proactive in finding their own faculty mentors; Proactive in developing their research agenda; Publish prior to graduation; and Actively participate in appropriate research associations. Faculty Roles & Responsibilities Faculty First Year Mentor This individual will be outside the student s specialization. They will serve as a resource for general professional questions, research direction, finding other resources (including connecting with other faculty in program, identity as researchers, work/life balance). They will support the student to participate in at least 1 conference proposal submission, presentation, and/or publication in the first year. The mentor and the student will meet on a regular basis to discuss program related questions and issues. Faculty Teaching the Teaching Internship They will meet with the class before the start of the term to prepare for Ph.D. student teaching They will provide students with the course facilitator contact information. The student and the faculty member will meet weekly. Faculty Course Facilitators They will meet regularly to discuss assignments/assessments/field experience logistics. They will conference with the Ph.D. student-teacher prior to the start of the semester. They will share syllabus of record with the Ph.D. student-teacher prior to the start of the semester. They will acquire desk copies of texts and any other related course materials for the Ph.D. studentteacher. Faculty Teaching Research Internship The faculty member will meet once a month as a group. The faculty member will meet individually every other week. They will also review student paperwork and keep a log of activities. Faculty Research Team Lead The team lead will hold regular meetings (e.g., once a week). 7

9 They will involve students in a variety of research processes. The team lead will include Ph.D. students in publications as appropriate. They will also include Ph.D. students in conference opportunities. The team lead will encourage students to take part in research-related professional development. Dissertation Advisor The advisor will work with the student to select appropriate research questions, understand the appropriate literature, develop a research study utilizing the appropriate rigorous educational research methods, conduct the research, and analyze the data. The advisor will review written work from the student in a timely manner and provide feedback. 8

10 PROGRAM OF STUDY & STUDENT ASSESSMENT The program provides a highly sequenced approach to coursework. Additionally, the student must meet certain targets in order to progress through this sequence. Below includes a description of the program structure, specialization coursework, financial aid, and review process. Program Structure Since the program is a single degree, the core requirements will be required of all specializations and will consist of the following: A. Current Issues & Research in Access, Success, and Equity in Education ( cr.) [first class for all specializations] B. Research Seminar in Access, Success, and Equity (6 cr.) [a year paired with faculty members conducting multidisciplinary research] C. Internship in Post-Secondary Teaching (a full year of teaching, 6 cr.) D. Equity, Success, and Access Educational Research Case Studies ( cr.) In addition, all students will take the following required research courses and select one of the elective research courses offered by the College of Education. A. Joint research courses I. Quantitative I Research Methods ( cr.) II. Quantitative II Research Methods ( cr.) III. Qualitative I Research Methods (cr.) B. Elective ( cr.)/ Choose 1 I. Survey Methods II. Qualitative II III. Single Case Study Design IV. Mixed Methods V. Experimental Design All students will be required to take a minimum of 21 dissertation credits. Specializations Students will take 21 credits of specialization specific courses as detailed below. A. Counselor Education I. Advocacy, Leadership, and Professional Issues in Counselor Education ( credits) II. Advanced Assessment, Appraisal, and Program Evaluation Procedures in Counseling for Access, Equity, and Success ( credits) III. Advanced Theories of Group Counseling for Academic, Personal/ Social, and Career Development ( credits) IV. Advanced Practicum in Counseling for Equitable Career and College Readiness ( credits) 9

11 V. Supervision in Counselor Education ( credits) VI. Practicum in Counseling Supervision ( credits) VII. Advanced Theories in Career Development for Educational Access ( credits) A. Higher and Postsecondary Education I. Foundations of Student Access, Retention, & Equitable Outcomes in Higher Education ( credits) II. Organizational Analysis and Administration of Higher Education ( credits) III. Governance in Higher Education (existing course. credits) IV. Public Policy and Analysis in High Education ( credits) V. Student Learning & Development: Impact of Postsecondary Education ( credits) VI. Theoretical/Conceptual Frameworks in High Education ( credits) VII. The Academic Profession, Professoriate, and Promoting Student Success ( credits) B. Literacy Education I. Theoretical Perspectives in the Study of Literacy ( credits) II. Research in Teaching Writing ( credits) III. Multicultural and Multilingual Issues in Literacy Education ( credits) IV. Literacy as Practice In and Outside of School ( credits) V. Second Language Acquisition and Linguistic Diversity ( credits) VI. Literacy and Literature ( credits) VII. Sociolinguistics and Discourse Analysis ( credits) C. Special Education I. Access, Success, and Equity in Special Education ( credits) II. Leadership, Policy, and Ethics in Special Education ( credits) III. Research to Practice in Special Education ( credits) IV. Program Evaluation and Planning in Special Education ( credits) V. Evidence Based Practices in Special Education ( credits) VI. Personnel Preparation and Effective Teaching in Special Education ( credits) VII. Current Issues in Special Education ( credits) 10

12 Program Structure and Sequence Semester F/Sp/Su Courses Credit Hours 1 Fall CASE 90800: Current Issues and Research in Access, Success, and Equity in Education CASE 90810: Quantitative Research Methods in Education Specialization 1 2 Spring CASE 90811: Multivariate Research Methods in Education Specialization 2 Specialization Summer CASE 90812: Qualitative Research Methods in Education Specialization 4 Specialization 5 4 Fall CASE 90801: Research Seminar in Access, Success, and Equity CASE 90802: Internship in the Academic Profession, Professoriate, and Promoting Student Success Specialization 6 5 Spring CASE 90801: Research Seminar in Access, Success, and Equity CASE 90802: Internship in the Academic Profession, Professoriate, and Promoting Student Success Specialization 7 6 Summer CASE 9080: Equity, Success, and Access Educational Research Research Elective 7(+) Fall CASE 90890: Dissertation Research 21 11

13 Financial Aid Financial aid is available to graduate students who have been admitted as degree candidates, are making satisfactory academic progress, are registered full-time, and fulfill all the eligibility requirements of the program to which they apply. For purposes of financial aid, the University has established that nine (9.0) semester hours of course work constitutes full-time status. The program also offers stipends to admitted students who are not employed elsewhere. Funding is based on a variety of sources and changes year to year. Electives Electives in the Ph.D. program refer to the advanced research courses, which are chosen the student in collaboration with appropriate advisement. Transfer credits The acceptance of transfer credits is at the discretion of the program; however, no more than 9 credits will be accepted. 12

14 Annual Review of Student Progress The annual review is intended to document a student s abilities as a researcher, scholar, educator, and leader. It includes current cumulative vitae, research papers, conference presentations, evidence of teaching effectiveness, and evidence of service (e.g., leadership activities, editorial work, conference coordination). These materials are evaluated annually as a component of the doctoral student annual review. Rubrics will completed by faculty for each review and kept in the student's file. Each review will serve as the program's signature assignments and will be logged into Tk20. Year 1 - Paper & Portfolio Review (May) Student will prepare a short paper (1,000 words or less) that address reflections on and significant milestones regarding three prongs: 1. Specialization; 2. Program core; and. Research. Student should also prepare a portfolio that provides substantiating evidence for each prong. This evidence might include assignments, other course products, and/or research products, such as conference proposals. The student should complete the plan of study form as well. The student will meet with a committee of three to review these items. The committee will consist of the student's mentor, a faculty member chosen by the student, and a faculty member chosen by the mentor. The committee will review the student's paper, portfolio, and plan of study, meet with the student to discuss progress, make recommendations for the future, and answer student questions. Year 2 - Comprehensive Exam (August/September) Review will be held by the student's prospective dissertation committee ( faculty) Year - Proposal/Prospectus (anytime) Review of the student's proposal (first chapters of dissertation) or the student's prospectus (20 page research plan) will be held by student's dissertation committee. Year 4 - Dissertation Defense (anytime) Review will be held by dissertation committee. 1

15 Comprehensive Exam All doctoral students are required to pass a comprehensive examination prior to the dissertation. The preliminary exam assesses students knowledge of research methodology and substantive theoretical and empirical issues, and serves as assessment of competencies that are relevant to the development of the dissertation. Process & Procedures Each candidate will receive 4 questions pertaining to: teaching; research; specialization; access, success, and equity (this last question will be standard). The non-standard questions should be written to facilitate the dissertation proposal process. A final grade will be the aggregate score. Comprehensive exams should be written; there will be an oral follow up There will be a standard rubric for comprehensive exams that is produced by the Ph.D. faculty group There will be a committee for each student who grades each comprehensive exam This committee should potentially be part of the dissertation committee ( faculty member minimum) The committee will pertain to the specializations and students areas of research interest Students will receive their comprehensive exams in the August after year 2 in the program (before Year ) Students must complete the written portion of the comprehensive exam by fall of year Parts of the written exams will be timed o Access, success, equity and Teaching will be timed in house (4 hours/question) o Specialization and research are timed over a week o Committee has two weeks to grade them and then students will come in for the oral portion/justification Timeline Comprehensive exams will be distributed in August and the oral portion of the exams will occur in September. The CASE Program Manager will proctor the in house timed exams in August. 14

16 SECTION IV THE DISSERTATION PROCESS The dissertation project entails the development of a proposal, which must be approved, the conduct of the research (which may require approval by the Institutional Review Board at RU), the completion of the written dissertation, and the successful oral defense of the dissertation. The committee is composed of at least three faculty members. The dissertation chair and the committee members must be Ph.D. program faculty members except for faculty with content expertise. o A student may identify one individual faculty member from outside the college with content expertise, (if needed), but a rationale must be provided for the inclusion. All committee members must have extensive research and mentoring experiences at graduate level. o Completion of the Dissertation Committee forms must be submitted to the Dean s Office prior to proposal defense. Proposal: The proposal consists of the first three chapters of the dissertation (Introduction, Literature Review, and Methods). o The student works with the committee to develop a defensible document. o Proposals must completely justify the need for further inquiry on the topic and confirm to the standards of scholarly inquiry in academia. o Proposals also need to clearly outline the timeline and logistics for the study o Proposal defense: once the proposal has been completed and presented to the committee s satisfaction, and IRB approval granted, data collection may begin. o Note that these chapters are likely to undergo revision once data are collected and analysis is complete. Dissertation formats o May include the traditional (introduction, literature review, methods, one or more data chapters, conclusion & implications) or the format of stand-alone chapters as articles. The dissertation is a product of independent scholarship developed with the guidance of the dissertation committee. As such it: o Exhibits command and authority over the material; o Is theoretically sophisticated and shows a deep understanding of theory; o Uses or develops new tools, methods, approaches, or types of analyses; o Is meticulously researched; o Includes rich data from multiple sources; o Demonstrates analysis that is comprehensive, sophisticated, and convincing; o Provides results that are significant; o Has compelling conclusions that tie the research together; and, o Is of interest to a larger community. Dissertation procedures o A penultimate draft of the dissertation is to be submitted to all committee members at least three calendar weeks (21 days) prior to the scheduled date of the defense. The dissertation chair must approve the penultimate document before being given to the committee members. At the time the candidate is judged by the committee to be ready to present the dissertation at the defense, the 15

17 candidate will be so notified by the dissertation chairperson. At the completion of the defense, the committee renders a decision that: The dissertation has been successfully completed and defended and requires minimal changes. The dissertation has been successfully completed and defended and requires no changes. (Note: This is exceedingly rare.) The dissertation has not been successfully completed and defended and requires significant changes. Completion time for the Ph.D.: current Rowan policy is 6 years NOTE: Students must have their dissertation proposal approved by all members of their dissertation committee and proposal paperwork complete before applying for IRB approval. NOTE: It is the student s responsibility to know and follow the process. Failure to follow the policies outlined here may result in delays in program completion 16

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