1 PhD Program Guide Department of Curriculum and Instruction College of Education University of Houston Spring 2016 By the CUIN PhD Committee
2 Introduction This document provides guidelines for students who are currently enrolled in the 66- hour Ph.D. program in the Department of Curriculum and Instruction. If you have questions after reading this guide, please contact your academic advisor or the staff in the Curriculum and Instruction office. We look forward to helping you achieve your professional goals! MyAdvisor The electronic interface for student services in the College of Education is MyAdvisor ( Students are able to submit the majority of forms that document their progress towards the doctoral degree in MyAdvisor. These forms include: degree plans, applications to take comprehensive exams, residency reports, candidacy reports, and annual progress reports. MyAdvisor also includes a dissertation workflow section that documents dissertation progress. Note. All students are required to submit an annual doctoral report through MyAdvisor. Additional Policy and Procedures Resources There are requirements for all graduate students at the University of Houston, regardless of college or department. In addition to this guide, students should also study the University of Houston s academic policies and procedures. These are explained in resources such as the Graduate Catalog ( and the Student Handbook ( The Graduate School website ( also provides links to UH resources as well as specific academic forms such general petitions and withdrawal forms. Doctoral students in this program need to pay particular attention to the following UH policies: Low Grade Policy ( Financial Responsibility ( 99-Hour Doctoral Cap ( Leaves of Absence ( Grievance Policy and Procedures (
3 Section Table of Contents Page I. General Program Description... 1 Goals of the Program... 1 Specialization Areas... 1 Art Education... 1 Early Childhood Education... 1 Learning, Design, and Technology... 2 Mathematics Education... 2 Reading, Language Arts, and Literature... 2 Science Education... 2 Social Education... 3 Teaching and Teacher Education... 3 II. Doctoral Degree Requirements... 4 Course Requirements... 4 Research Methods Courses... 4 Approved Research Courses... 4 Qualitative Methods... 5 Survey Methods & Measurement... 5 Quantitative Methods... 5 Statistics... 5 Program Evaluation... 5 Curriculum and Instruction Core Courses... 6 Courses in Area of Specialization... 6 Dissertation... 6 III. Reading List... 7 IV. Student Professional Development Workshops And Enrichment Activities... 8 V. Curriculum and Instruction Seminar (CUIN 8345)... 9 Ph.D. Portfolio... 9 VI. Student Scholarly and Creative Work VII. Internship and Practicum (CUIN 8393) Purpose and Requirements VIII. Candidacy Paper Purpose Guidelines IX. Qualifying Examination Description Approval to take the Qualifying Examination Procedures Grading of the Examination Notification of Examination Results... 15
4 X. Doctoral Candidate Designation XI. Doctoral Dissertation Purpose Dissertation Workflow Enrollment in Dissertation Hours Dissertation Committee Dissertation Proposal Approval of Data Collection by the UH Committee for the Protection of Human Subjects Dissertation Defense Official Dissertation Upload (After the Dissertation Defense) XII. Graduation and Graduation Application XIII. Students Rights and Responsibilities... 22
5 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION I. General Program Description Goals of the Program The Ph.D. in Curriculum and Instruction (with an emphasis in a chosen program area) is a 66-hour doctoral program that establishes a link between research and practice, providing opportunities to investigate curriculum, instruction, assessment, and social justice issues within an urban education context. Ph.D. students will engage in rigorous research, quality teaching, and contextual service to enhance education, curriculum and instruction, and community connections. The program area, core, and research courses, in addition to the dissertation process and other experiential opportunities, prepare students for positions in higher education or other related areas that expect continued examination of research and practice in urban environments. Specialization Areas There are eight areas of emphasis within the Doctor of Education program that reflect specific career aspirations. Questions about a specialization should be directed to the faculty advisor in each of the areas described below. Contact information for each faculty specialization lead can be found online on the CUIN PhD website or on the Curriculum & Instruction section of the Office of Graduate Studies website ( Art Education. The doctoral program with specialization in Art Education is designed to prepare graduates for leadership roles in the teaching of art. Course work includes curriculum design, current issues and trends, and new technology in art. Students in the doctoral program are required to complete original research and are encouraged to be involved with professional organizations through publication and presentation. Study in this area prepares students for leadership roles as university teachers, curriculum coordinators for the public schools, and educational leadership in non-school settings such as museum education. Early Childhood Education. The Early Childhood Education emphasis is designed to meet the educational needs of researchers who seek to improve their investigative and instructional skills in early childhood education settings within urban environments. Courses, field experiences, and research studies are complemented with progressively more involved curricula encompassing young children in group settings within public and private settings. Such training is the best possible preparation for careers in higher education, in schools as educational leaders and in child-related agencies.
6 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 2 Learning, Design, and Technology. The Learning, Design, and Technology emphasis prepares graduates to be active leaders in the use of instructional technologies in education at all levels, from early childhood through post-secondary, in business and industry, and in other organizations with educational components. The program emphasizes scholarly exploration in the areas of design and development of technology-based resources, curriculum development, teaching, design of learning environments, and assessment of programs and learning outcomes. Doctoral students develop broad understandings of current instructional technology trends and issues, as well as focus on a field of specialty that will provide for rich scholarly exploration in the future. Mathematics Education. The doctoral program with an emphasis in Mathematics Education integrates curriculum and instructional theories, technology, issues of equity and social justice, research, and practice in order to prepare graduates to fill a variety of leadership positions. Graduates have assumed positions as mathematics education researchers, professional developers, mathematics supervisors in school districts, and mathematics teachers at elementary, secondary, and post-secondary levels. The degree offers students with opportunities to investigate mathematics education at all grade levels (pre-school through secondary). Reading, Language Arts, and Literature. The doctoral program in Reading, Language Arts, and Literature concentrates on the effective teaching of reading, writing, and communicating. Literacy development, content area reading, clinical diagnosis, psychology of reading, reading comprehension, and the analysis of reading programs and other curriculum materials in language arts are studied in advanced seminars. In addition, this program provides for advanced study in literature for children and young adults. Graduates from the program are university professors, literacy curriculum specialists, school administrators, and campus literacy coaches. Science Education. The doctoral program with emphasis in Science Education prepares graduates to fill a variety of leadership positions in education. The many graduates have assumed positions as: science education researchers and teacher trainers at universities; science supervisors in school systems; science teachers at pre-college and college levels; educational specialists at zoos, planetariums, and museums; and directors of training programs in business and industry. The degree serves to bridge the career aspirations of the candidate with his or her expertise and experiences. It places emphasis upon research and scholarly activity in the areas of
7 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 3 curriculum development, teaching skills and instructional strategies, and theories of learning. A major focus is the improvement of scientific and technological literacy of school-age children and adults in the U.S. Social Education. The doctoral program in Social Studies Education is designed to prepare college instructors, researchers, curriculum leaders, and teachers who are able to draw upon the social and behavioral sciences to understand and investigate problems in education. Program students are encouraged to select course work and learning experiences that are relevant to their own professional academic goals. The student may select a theme that will provide an interdisciplinary basis for his or her program. The program also provides for attention to the teaching of social issues, the social sciences and history as well as to such topics as curriculum construction, controversial issues, the conduct of inquiry, and political socialization. Teaching and Teacher Education. This area of emphasis provides the student with an intensive study of curricular and teacher effectiveness. It has been designed to enable educational practitioners teachers, supervisors, staff developers, administrators, and those who aspire to be involved in curriculum development or teacher preparation and training at the university or college level to engage in stimulating, in-depth study and research with nationally recognized faculty. The experiences have been carefully planned to provide a mixture of knowledge, research, and practical experience.
8 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION II. Doctoral Degree Requirements Course Requirements The 66 hours of the Ph.D. courses are distributed as follows: Research Core hrs. CUIN 8370: Introduction to Educational Research CUIN 8371: Introduction to Quantitative Educational Research CUIN 8372: Introduction to Qualitative Educational Research 2 research methods courses from the approved list Curriculum and Instruction Core hrs. CUIN 7360: Curriculum Theory CUIN 8345: Curriculum and Instruction Seminar CUIN 8393: Advanced Internship & Practicum CUIN 8341: Critical Issues and Research in Urban Education CUIN 8342: Social Justice and Equity in Education and Society CUIN 8352: Advanced Seminar in Learning, Design and Technology CUIN 8361: The State of the Curriculum Field in Education CUIN 7373: Instructional Strategies for Teaching Adults Program Area Emphasis/Electives hrs. Dissertation Credits... 6 hrs. TOTAL: 66 hrs. Research Methods Courses All doctoral students are required to complete CUIN 8370: Introduction to Educational Research, CUIN 8371: Introduction to Quantitative Educational Research and CUIN 8372: Introduction to Qualitative Educational Research before taking other research courses. After successful completion of the nine-hour introductory sequence, all doctoral students are required to complete two additional research courses (6 hrs.) in quantitative or qualitative research methods selected from the list of approved courses below in consultation with their advisor. Approved Research Courses All three courses below are required (Introduction to Educational Research) CUIN 8370: Introduction to Educational Research CUIN 8371: Introduction to Quantitative Research Design
9 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 5 CUIN 8372: Introduction to Qualitative Research Design Qualitative Methods CUIN 8365: Teacher as Researcher CUIN 8377: Qualitative Inquiry in Education I CUIN 8378: Qualitative Inquiry in Education II CUIN 8384: Experience-Based Research I CUIN 8385: Experience-Based Research II CUIN 8383: Action Research CUIN 8386: Advanced Issues in Qualitative Research SAER 8320: Ethnographic Methods in Educational Research Survey Methods & Measurement EPSY 8300: Advanced Educational and Psychological Measurement EPSY 8301: Measurement of Attitudes in Educational Research EPSY 8323: Factor Analysis Methods in Educational Research EPSY 8327: Measuring Change and Analyzing Repeated Measures Quantitative Methods EPSY 8321: Linear Models in Educational Research EPSY 8325: Design and Analysis of Educational Experiments SAER 8321: Survey Methods in Educational Research Statistics EPSY 8322: Inferential Statistics in Educational Research EPSY 8324: Multivariate Analysis in Educational Research EPSY 8326: Nonparametric and Distribution-Free Statistics in Educational Research Program Evaluation SAER 8370: Program Evaluation Research The list of approved research courses is reviewed by the College of Education Graduate Studies Committee and subject to revision. Therefore, students should check with their advisor to determine the status and availability of these courses. The criteria for approval are as follows: Research methods courses taken in addition to the introductory research sequence should provide in-depth, specialized knowledge of research methods and skills. These courses should not duplicate the content/level covered in the introductory sequence nor merely stress a synthesis of such knowledge and skills. Rather, these courses should be designed to build upon and extend the knowledge of research methods and skills acquired in the introductory sequence. The research courses
10 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 6 must be on the approved list that is in effect at the time the degree plan is approved. The Graduate Studies Committee must approve any substitutions of courses not on the list before the student enrolls in the course. Curriculum and Instruction Core Courses The following courses are required: CUIN 7360: Curriculum Theory CUIN 8345: Curriculum and Instruction Seminar CUIN 8393: Advanced Internship & Practicum CUIN 8341: Critical Issues and Research in Urban Education CUIN 8342: Social Justice and Equity in Education and Society CUIN 8352: Advanced Seminar in Learning, Design and Technology CUIN 8361: The State of the Curriculum Field in Education CUIN 7373: Instructional Strategies for Teaching Adults Courses in Area of Specialization Up to 21 hours are taken in one of the areas of emphasis: Art Education Early Childhood Education Learning, Design, and Technology Mathematics Education Reading, Language Arts, and Literature Education Science Education Social Education Teaching and Teacher Education Dissertation Doctoral students must include at least 6 hours of dissertation credit on the degree plan.
11 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION III. Reading List During the first semester of the program, all Ph.D. students will receive a reading list of articles and books that are considered required reading for the program. Students are responsible for studying the entire list before they apply for the qualifying examination. Specialization area will provide separate reading lists.
12 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION IV. Student Professional Development Workshops And Enrichment Activities Students are encouraged in their participation in enrichment activities throughout their time in the program. Professional Development workshops are provided annually from the University, the College and the CUIN department as well as from outside organizations both locally and nationally. When considering enrichment activities, consider students should consider activities that further develop their academic knowledge, skills, and practices. Examples of student enrichment activities might include: Webinar Seminar Workshops Lectures Conferences Proposal defenses Students should document these activities in their Ph.D. Portfolios, and included in their Annual Student Progress Report submitted in MyAdvisor.
13 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION V. Curriculum and Instruction Seminar (CUIN 8345) The Curriculum and Instruction Seminar (CUIN 8345) is intended to prepare students for the demands and responsibilities of the doctoral program as well as to further their scholarly progress needed to be successful in an academic or research position. The main purpose for the seminar is to take at least one significant step forward in completing one of the major doctoral program requirements, such as to initiate a literature review pertinent to dissertation, prepare a candidacy paper, conduct research for the comprehensive examination, or begin a dissertation proposal. Additionally, the Curriculum and Instruction Seminar (CUIN 8345) introduces students to a variety of experiences designed to immerse doctoral students in the academic activities, conversations, and traditions of educational studies throughout their Ph.D. program. In particular, the Department of Curriculum and Instruction intends for students to gain exposure to ideas and experiences beyond their courses at the University. As a critical part of the doctoral degree, activities must be integrated into the student s larger education experience. Ph.D. Portfolio During CUIN 8345, students are introduced to a Ph.D. Portfolio detailing evidence of each activity and reflections on what was learned from each activity. The Ph.D. Portfolio should also include a revised Curriculum Vita. The final Student Portfolio will be presented and submitted during CUIN 8393: Advanced Internship and Practicum.
14 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION VI. Student Scholarly and Creative Work The process of performing first author responsibility during the entire publication process from submission, through reviews and resubmission, and on to final acceptance, provides unique and valuable professional training. It is expected that Ph.D. students will engage in scholarly and creative works during the program. Students are encouraged to discuss publication/creative work ideas with their advisors each year, and consider submitting, publishing, and presenting multiple papers and/or creative works throughout their time in the program. The CUIN department believes scholarly and creative work can be demonstrated in a variety of ways such as the following examples: Preparing and Submitting a Manuscript for Publication Submitting a Proposal for Presentation at a State, Regional or National Conference Developing Creative Work for Juried Recognition Developing a Grant Proposal with Faculty and Doctoral Peers Research proposals Preparing and Submitting Book Reviews Providing Editorial contributions to Professional Journals and Organizations Others Approved by Your Academic Advisor
15 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION VII. Internship and Practicum (CUIN 8393) Purpose and Requirements Students will take CUIN 8393, Advanced Internship and will engage in the internship process during that semester. Initial arrangements for the internship may be made by the student in consultation with the academic advisor. An internship must also receive the final approval of the instructor of record for CUIN An internship proposal is thus due prior to the beginning of the semester in which the student will be enrolled in the internship course. The instructor of record will facilitate the course and work with the academic advisor (if different) and student on specific needs and expectations for the internship. A doctoral internship must involve the student actively in an educational setting (e.g., participating in research/scholarship or teaching) related to the student's program of study or career plan. It should involve the student in integrating coursework and extending the student s professional experience. Sample internship experiences regarding teaching include teaching courses at the college/university level either on campus or off campus, serving as co-instructor, or Graduate Assistant (GA) for courses. Sample internship experiences regarding scholarship include working on grant projects or proposals, developing manuscripts for publication review and proposing or presenting at professional conferences. Developing a research study / protocol, completing a literature review, or engaging in a pilot project / study may also satisfy internship expectations. Additional scholarship expectations can be negotiated with the instructor, student, and academic advisor. Customarily, the instructor of record meets periodically with the student while the internship is in progress to discuss specific learning goals. While the internship experience is mostly conducted individually, the instructor of record will also conduct regular seminars on teaching, scholarship, and service for all students to attend.
16 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 12 Every internship must include as a culminating product a written report that communicates the key learning outcomes by the student from the internship. This product must include an analysis of the experience and how learning outcomes are related to the student s prior learning and career plan. Activity Categories Teaching Research & Scholarship Service Examples Assisting in a graduate/undergraduate class; curriculum development; guest speakers; grading; facilitating online discussion forums; teach graduate/undergraduate class Submit IRB proposal; submit an IES, NIH, or other federal student based grant application; attend a local, regional, national, or international conference; prepare and submit a paper for publication; act as research assistant on a research project; present a paper at professional meeting/conference; attend student presentations/defenses Serving on local, regional, national, or international committees tied to their field(e.g., Southwest Educational Research Association, Texas Teachers of English to Speakers of Other Languages); community-based volunteer activities
17 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION VIII. Candidacy Paper Purpose The purpose of the candidacy paper is to show evidence that the potential candidate is capable of conducting, writing, and presenting a comprehensive research project. Prior research projects (e.g., master s thesis, published research articles, and evaluation reports) can be submitted and must be defended before the examining committee. However, the most productive use of the candidacy requirement would be to use the candidacy study as the initial phase of the dissertation. The paper should include the following components (if appropriate): a theoretical/conceptual framework a review of the research/literature description of methods or inquiry procedures The student s advisor along with other members of the candidacy examining committee may require a more complete study to include components such as summary and discussion of findings, and conclusions and implications of results. The three-member examining committee must include at least two tenure-track members or one tenured faculty, one of which must be in the student s department. The paper should follow guidelines appropriate for the discipline, e.g., see the most current version of the Publication Manual of the American Psychological Association. Guidelines Successful defense of candidacy paper is required for advancement to candidacy. A faculty member from the department must direct the preparation of the paper and the defense. The Examining Committee is composed of three members, two of whom are tenure-track faculty members. One of those full-time faculty members will direct the study. The paper must be circulated to the committee members at least five working days prior to the oral examination by an examining Committee. Announcement of the date, time, and place is not sent out electronically to College faculty through the Office of Student Services.
18 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION IX. Qualifying Examination Note. Students may not take the qualifying examination until they have successfully defended their candidacy paper. Description The CUIN doctoral qualifying examination is intended to assess the student s understanding of educational research methodologies, of the chosen field of study, and of how this chosen field is situated in the broader field of Curriculum and Instruction. It is also intended to assess the student s capacity to move into the dissertation phase of the program. The CUIN doctoral qualifying examination will be offered only in the fall and spring semesters. Approval to take the Qualifying Examination After the student applies for the qualifying examination, the Department of Curriculum and Instruction determines if the student has met all requirements to take the examination. A letter or is then sent to the student indicating approval to begin the qualifying examination administration. Procedures The qualifying examination consists of three questions covering the following topics: 1. General Curriculum and Instruction (CUIN)/Urban Education 2. Qualitative and Quantitative Research Methods 3. Program Area Specialization The qualifying examination is prepared and administered by the Program Area, members of the Research Examination Committee, and members of the CUIN/Urban Education Examination Committee. Grading of the Examination The grading system will consist of the following ratings: a) Pass or b) Fail. Within 10 working days of completing the examination, the appropriate committee members will evaluate and submit examination results. After the Committee s evaluation, a copy of the written examination, including evaluation comments by the Committee is submitted to the Office of the College of Education Associate Dean of Graduate Studies. If a student fails one of the three questions, he/she must retake a similar question from the same (failed) topic area within the next academic year. If a student fails two or more of the three
19 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 15 questions, he/she must retake the entire examination (all three questions) within the next academic year. The student may not re-take the examination within the same semester. Students have two opportunities to pass all three parts from the examination. Should the student fail any portion of the qualifying examination a second time, the student shall not be eligible for a Ph.D. degree in Curriculum and Instruction in the College of Education at the University of Houston. Notification of Examination Results The Associate Dean of Graduate Studies and the advisor notify the student of the results of his/her examination through MyAdvisor.
20 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION X. Doctoral Candidate Designation Students will be granted the title Doctoral Candidate following sequential completion of the (1) candidacy paper, (2) qualifying examination, and (3) the defense of the dissertation proposal, also referred to as Advancement to Candidacy.
21 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION XI. Doctoral Dissertation Note. Students may not defend their dissertation proposal until they have passed their qualifying examination. Purpose While the completion of the dissertation comes at the end of the 60 hours of coursework, candidates should begin formulating the study early in the program. The dissertation is the capstone of the doctoral program, representing a scholarly work that contributes significantly to the candidate s major field. The study should be part of a research program, guided by a mentor who is currently active in researching and publishing a given line of research. Therefore, the candidate s investigation must be of a publishable quality for a top tier journal in the field. Dissertation Workflow The workflow process in MyAdvisor ( provides more information for completing the dissertation process. The major steps are noted below: Dissertation Proposal Defense Phase Dissertation Defense Phase: Official Dissertation Upload Phase: Step 1: Dissertation committee formed and approved Step 2: Proposal Abstract approved Step 3: Proposal Defense scheduled Step 4: Proposal Defended successfully [Step 5: When applicable, Human Subject Protection form submitted to UH IRB (Internal Review Board) for approval] Step 1: Dissertation Abstract approved Step 2: Dissertation Defense scheduled Step 3: Dissertation defended successfully Step 1: Final Document approved by the Dissertation Chair and the COE Graduate Studies Office Step 2: Final Document uploaded to the Texas Digital Library Step 3: Final Approval given by College for awarding the doctoral degree Note. For the steps 2 and 3, the candidate will work under the guidance of the COE Graduate Studies Office.
22 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 18 Enrollment in Dissertation Hours Note. Students may not enroll in dissertation hours until they have successfully defended their dissertation proposal. Once enrolled for dissertation credit, the candidate must be continually enrolled (except for summers) to receive dissertation credit. However, the student must enroll in summer terms if working on the dissertation, utilizing faculty time or university facilities during the summer sessions, or if graduating during the summer. Continuous enrollment should be for at least three (3) credit hours each semester the candidate works on the dissertation; and the students must have a total of at least six (6) dissertation credit hours (i.e., CUIN 8399). Specifically, students must be enrolled in a minimum of 3 dissertation credit hours during the semester that the student defends his/her dissertation. Students may register in absentia for dissertation credit if arrangements are made through the College of Education s Office of Graduate and Professional Studies at least two weeks before the registration period. Registration for all other students must be completed in the prescribed manner during the announced registration period through myuh online: Helpful resources for dissertation formatting and printing, such as video tutorials, are available in the CITE (Center for Information Technology in Education) training library at Dissertation Committee The candidate identifies a chairperson, based upon a faculty member s expertise, interest, and willingness to serve in this capacity. The candidate and the chairperson plan the composition of the dissertation committee in order to provide expertise in the substantive areas and research design in order to ensure a high quality study. The dissertation committee shall be composed of at least four members who meet the following criteria: 1. A tenure or tenure-track faculty will serve as the chairperson from the candidate s department (a co-chairperson may be from the candidate s department, another department or from outside the College). 2. Two tenure or tenure-track faculty from the candidate s department or College. 3. Additional committee member(s) is/are: a. on the faculty of the College of Education; or
23 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 19 b. on the faculty of another college or school of the University of Houston; or c. a person from outside the University. A person can hold adjunct faculty status at the University of Houston and be recommended to serve on a one-time only basis by the committee chair and approved by the appropriate College designee. A complete vita for the faculty member is required. The student must complete the Committee Appointment form found in MyAdvisor Appointment of the research committee follows the established MyAdvisor approval process. Dissertation Proposal Note. The student must have passed the candidacy paper and the qualifying examination prior to the defense of the dissertation proposal.] The candidate/student develops a dissertation proposal under the supervision of the dissertation chairperson. With the approval of the dissertation chair, the candidate prepares an abstract of not more than two pages and uploads the abstract to MyAdvisor at least ten (10) working days prior to the student s oral defense of the proposal. Approval of the Dissertation Proposal defense follows the established MyAdvisor approval process. Candidates should visit the CITE (Center for Information Technology in Education) training library at Completing the MyAdvisor process automatically announces the proposal defense to the faculty and prompts the official posting of the College of Education graduate resources web site. Any faculty member may receive a complete copy of the proposal upon notifying the candidate s dissertation chairperson. The candidate will supply the requested proposal promptly to permit comments before the scheduled oral defense. Members of the faculty may direct written comments or concerns regarding the proposal or the abstract to the research committee chairperson. The student defends the proposal to the Dissertation Committee. A Dissertation Committee cannot approve a proposal if more than one (1) member of the committee is absent at the time of the student s defense. The committee may approve the proposal as presented, suggest changes, or disapprove the proposal. All members of the Dissertation Committee must approve the proposal. The Chairperson approves the defense following the established MyAdvisor process.
24 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION 20 Approval of Data Collection by the UH Committee for the Protection of Human Subjects Every dissertation involving the use of human or animal subjects must be reviewed and approved before the start of the data collection by the appropriate University Committee for the Protection of Human Subjects or University Committee for the Protection of Animal Subjects. Forms for this purpose are available online at the Division for Research website ( Dissertation Defense Defense of the candidate s dissertation is open to faculty of the University, graduate students of the College of Education, and others approved by the dissertation chairperson. The final (oral) defense of the dissertation may not take place if more than one member of the research committee is absent at the time of the defense. Evaluation of the quality of the dissertation and the candidate s oral defense occurs during the defense. Approval by the dissertation/thesis committee is possible with no more than one dissenting member. Upon approval, the student obtains the signatures of all approving members and the Dean of the College of Education. The dissenting committee member s name will not appear on the title page. The student should obtain at least three (3) original signature pages. Official Dissertation Upload (After the Dissertation Defense) A finalized dissertation is required by the College (MyAdvisor) and the Texas Digital Library. The Office of Graduate Studies reviews final submissions in the College and Texas Digital Library for graduation. Candidates schedule an appointment with the Graduate Studies Office to review the electronic submission process in MyAdvisor. The candidate s chairperson assigns a grade for dissertation credits upon official dissertation upload.
25 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION XII. Graduation and Graduation Application Students should complete a graduation application in MyUH at the beginning of the semester in which they plan to finish the program. Applications should be filed either the semester prior to or in the semester which the student plans to graduate. Deadlines for filing the application for graduation are listed in the academic calendar ( Candidates for graduation who have been previously disapproved should reapply for graduation at no additional charge. Any student who expects to graduate in a given semester must be enrolled for that semester. This regulation applies to students who have not submitted a thesis or dissertation by the deadline of the previous semester. Certification for graduation is performed by the College of Education Office of Graduate Studies. Diplomas usually are mailed about one month after graduation. However, students may indicate on the graduation application form that they will pick up their diplomas in the Office of Registration and Academic Records.
26 DOCTORAL PROGRAM GUIDE: DEPARTMENT OF CURRICULUM AND INSTRUCTION XIII. Students Rights and Responsibilities Graduate students have many rights and responsibilities. These are listed on the Graduate School website (
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