1 1 ORDER OF CONTENTS Page 2. REGULATIONS RELATED TO THE DOCTORAL PROGRAM 2 3. OVERVIEW OF THE DOCTOR OF EDUCATION 2 4. OVERVIEW OF THE DOCTOR OF PHILOSOPHY IN EDUCATION DEGREE PROGRAM 4 5. TRANSFERRING BETWEEN THE DOCTORAL PROGRAMS 5 6. STEPS TOWARD THE DOCTORAL DEGREES 5 7. EXPLANATIONS OF PROGRAM COMPONENTS 6 A. Obtaining an Advisor B. Doctoral Advisory Committee C. Pre-Candidate Status D. Transfer of Credit E. Inter-University Graduate Exchange Program F. Residence Requirement G. Delayed Grades H. Comprehensive Examination I. Application for Candidacy J. Continuous Registration K. Dissertation Committee L. Dissertation M. Defense of Dissertation N. Exit Procedures and Fees O. Graduation P. Inquiries Q. Research Internship Courses
2 2 2. REGULATIONS RELATED TO THE DOCTORAL PROGRAM The material contained in this Handbook constitutes an important part of the information needed by a student to proceed through the doctoral program in an orderly fashion, and eventually graduate. There are two other sources of information related to doctoral studies, namely, the UMSL Bulletin and the Regulations, Policies, and Procedures of the Graduate School. Both are available on the UM-St. Louis Web site. The regulations of the Graduate School and the UMSL Bulletin supersede those in this Handbook when in conflict. Remember that in the weeks, months, and years following the distribution of this edition, the University will naturally engage in a process of updating and refining graduate programs. It will be prudent of you to check on changes from time to time in your term of doctoral studies. DIRECTORY OF OFFICES Office of the Dean of Education, 201 Education Administration Building, Office of the Associate Dean for Graduate Education, 123 S. Campus Classroom Bldg., Teaching and Learning Division, 369 Marillac Hall, Educational Leadership and Policy Studies Division, 269 Marillac Hall, Counseling Division, 469 Marillac Hall, Educational Psychology, Research, and Evaluation Division, 402 Marillac Hall, Physical Education Program, 234 Mark Twain, Office of the Dean of the Graduate School, 421 Woods Hall, Graduate Admissions Office, 217 Millennium Student Center, OVERVIEW OF THE DOCTOR OF EDUCATION DEGREE PROGRAM The Doctor of Education (Ed.D.) degree prepares educational leaders for roles as administrators, coordinators, department heads, lead teachers, chief counselors, program directors, or other such academicians in a variety of settings. These roles may be related not only to elementary, middle, and secondary schools and institutions of higher education, but also to other agencies or sectors of society such as health care facilities, museums, state hospitals, industrial training programs and private educational and counseling clinics. In order to accommodate such a diversity of roles, the program provides for great flexibility and custom-made planning to meet individual needs. Individual educational needs can be channeled in one of the four directions or emphasis areas of the Ed.D. program. They are: Educational Administration; Adult and Higher Education; Teaching- Learning Processes; and Counseling Education.
3 The MINIMUM total credit hour requirement to complete the Ed.D. is 90 semester hours beyond the baccalaureate degree. No more than 44 hours of previous graduate coursework (Master's degree and post-master's degree) may be applied toward the Ed.D. (based on minimum of 90; the last onehalf must be taken as a doctoral student at UM-St. Louis; post-master s courses must be in the 8- year time limit). The minimum 90 hours for the Ed.D. must be distributed as follows: I. Core Studies (30 hours) A. General Foundations of Education 12 hours (Philosophy, history, comparative education, psychology, sociology, anthropology, curriculum instruction, and supervision) B. Research Methods 12 hours Educational Research and Evaluation Methods ED REM 6735: Statistical Analysis for Education Research ED REM 6750: Advanced Research Design in Education ED REM 7771 (471): Quantitative Research Methods I ED REM 7781 (481): Qualitative Methods in Educational Research I C. Initial Course: EDUC hours Exit Course: EDUC II. Role Specialization (48 hours) A. Major Specialization Doctoral Seminars 6-12 hours B. Major Specialization Electives hours C. Minor Specialization Electives hours D. Role Specialization Internship 3-9 hours III. Dissertation (12 hours) 12 hours TOTAL (minimum) 90 hours The majority of the course work taken for the doctorate (at least 46 credits) must be completed at UM-St. Louis as a doctoral student unless you hold an Ed.S. degree. The maximum amount of time allowed for completing the Ed.D. after admission to the program is eight years which begins with the first semester of course work taken after the master's degree is conferred.
4 4. OVERVIEW OF THE DOCTOR OF PHILOSOPHY IN EDUCATION DEGREE PROGRAM Compared to the Ed.D. degree program, the Doctor of Philosophy in Education is designed for those who desire directed research experience promoting scholarly inquiry in education. More course work in educational research methods is required, as is more involvement in research during the course of studies. In particular, those who anticipate a career in higher education at an institution expecting a high degree of scholarship should choose the Ph.D. degree program. Four emphases are available in the Ph.D. program. They are: Counseling; Educational Psychology; Metropolitan Leadership and Policy Analysis in Education; and Teaching-Learning Processes. Within the latter, individuals might have an area of instructional expertise, such as science education. The minimum total credit hour requirement to complete the Ed.D. is 90 semester hours beyond the baccalaureate degree. No more than one-half of the semester hours comprising the degree program can be previous graduate course work (Master's degree and post-master's degree). Post-Master's work must fall within the 8-year time limit. Hours are to be distributed as follows: A. Foundations 9-12 hours B. Research Methods hours Educational Research and Evaluation Methods ED REM 6735: Statistical Analysis for Education Research ED REM 6750: Advanced Research Design in Education ED REM 7771 (471): Quantitative Research Methods I ED REM 7781 (481): Qualitative Methods in Educational Research I Select either ED REM 7772 (Quantitative II) or 7782 (Qualitative II) depending on the topic and methodology anticipated for the dissertation; 4 C. Major Specialization hours (16 in residence) EDUC 7050 is highly recommended for students with little background in conducting research, such as a Master s thesis. D. Minor Specialization hours E. Research Internship 6-9 hours (See following section) F. Exit Course: EDUC hours G. Dissertation 12 hours
5 5 TOTAL (minimum) 90 hours 5. TRANSFERRING BETWEEN THE DOCTORAL PROGRAMS It is possible to transfer from the Ph.D. in Education to the Ed.D. or from the Ed.D. to the Ph.D. in Education. Important in this decision is the advice and approval of the advisor. A form is available in the Office of the Graduate Education to request the transfer. Approval of a transfer from one program to the other does not, in and of itself, constitute an agreement that courses taken in the original program will be used in the subsequent program and students must meet all of the requirements of the second program. 6. STEPS TOWARD THE DOCTORAL DEGREES Each of these steps is to be completed by the student in consultation with the advisor. All forms are available in the Office of Graduate Education. The essential forms to be filed are in the appendices. More detailed descriptions of the major program components are provided in Section 7. Briefly, the doctoral student will: 1. Confer with your advisor, designated at admission, to select initial coursework; use Form ED Confer with the advisor and designate the Doctoral Advisory Committee. 3. Obtain program approval and advance to Pre-Candidacy (granted by Advisory Committee) before completion of 12 hours; use Form ED-2 or ED-3 to file the doctoral degree program. 4. During the last two-thirds of the program and prior to (or during the term of) the comprehensive examination, file Intent to Do Residency; use Form ED File Appointment of Comprehensive Examination Committee; use Form D During the last 12 hours of formal class work or immediately following class work, complete the Comprehensive Examination. The advisor will file the Comprehensive Exam committee Report, Form ED-5 and the Application for Candidacy, Form D-3, after the student's successful completion of the comprehensive examination. 7. File Appointment of Dissertation Advisor & Committee; use Form D-2 and D If human subjects are involved in the dissertation, submit Application for Review of a Project Involving Human Subjects to the Institutional Review Board. 9. File Submission of Doctoral Dissertation Proposal; use form D-5 with proposal and approval from the Institutional Review Board if human subjects are involved. 10. File Preliminary Approval of Dissertation and an electronic Oral Defense at least six weeks prior to commencement; use D-6 with dissertation. 11. Defend dissertation and complete dissertation revisions. The advisor files Defense of Dissertation Committee Report and Final Approval of Doctoral Dissertation, Form D-7.
6 6 12. Submit, along with Form D-7, three unbound copies of the completed dissertation, including the 350 words abstract, to the Graduate School Office at least one week before commencement. 13. File Declaration of Intent to Graduate at the beginning of your anticipated final semester. Use Form ED-6. Pay all fees and attend graduation. 14. Receive the Degree of Doctor of Education or Doctor of Philosophy in Education at commencement ceremony. (Doctoral degree recipients are escorted to the podium by their advisor). 7. EXPLANATION OF PROGRAM COMPONENTS A. Obtaining an Advisor Upon admission to the doctoral program, each student has an appointed advisor. The applicant is encouraged to schedule appointments with the advisor. If your interests change or your advisor leaves the University, you should promptly seek a replacement and file the form to change advisors with the Office of Graduate Education (Form ED-1). If you change advisors, you should confer with both faculty members about the change. The advisor chairs the applicant's advisory committee, may chair the comprehensive examination committee, and may chair or serve on the dissertation committee. The chairperson of the dissertation committee must be an UMSL College of Education faculty member. B. Doctoral Advisory Committee The advisor and applicant confer consulting such other faculty members as are necessary to permit the advisor to name (subject to necessary College of Education and Graduate School Approval) two or more members of the graduate faculty who agree to serve with the advisor as a doctoral advisory committee. The doctoral advisory committee evaluates the applicant's prior work, identifies credit to be recommended for acceptance, and approves the applicant's course of study. The advisory committee, by majority vote, also determines your readiness to be advanced to pre-candidate status. Form ED-2 (for Ed.D.) or ED-3 (for Ph.D.) should be used for filing the Appointment of an Advisory Committee. It is beneficial for the applicant to maintain continuity with committee members throughout the program of studies, unless the applicant's interest changes and/or needs are not being met. If a change of committee membership is desired Form ED-2 or ED-3 should be resubmitted. C. Meeting with the Advisory Committee and Advancing to Pre-Candidate Status The Advisory Committee meeting is to be completed prior to completion of the first 12 hours in the doctoral program. The Advisory Committee assesses your readiness to advance to pre-candidate status and considers: your completed graduate work; plans for future doctoral work; your stated goals for doctoral study; your self-assessment of progress-to-date toward your goals (which you may support with examples of your work, perhaps in the form of a portfolio); and your responses to any questions committee members might pose regarding your progress in gaining comprehensive knowledge of your area of specialization. The Advisory Committee also discusses your proposed program of study, including the use of previous coursework and sufficiency of your preparation in research methods, and the anticipated areas in which you will sit for the Comprehensive Examination. At the conclusion of the Advisory Committee meeting, the committee members will vote on whether you should be advanced to pre-candidacy and on whether your proposed program of
7 7 study is satisfactory. The Application for Pre-Candidate Status along with the program of studies is to be recorded on form ED-2 or ED-3. If, during the completion of the degree, changes are made on form D-3, filed with the Application for Candidacy. These forms are available in the Office of Graduate Education. Subsequent examinations of an applicant who is not advanced to pre-candidacy are permitted upon the recommendation of the applicant's doctoral advisory committee and approval of the College of Education. Only under extraordinary circumstances may a second meeting be held during the same semester. The Committee likely will prescribe activities to strengthen your preparation and then set a time frame for a second meeting the following semester. Failure to be advanced a second time will result in a recommendation for dismissal from the program. D. Transfer of Credit Acceptance of prior credit as part of the doctoral program requires approval of the advisor, the College of Education, and the Graduate School. Up to forty-four (44) hours of a master's degree and hours completed after the master's but before admission to the doctoral program may be accepted. When the program of studies is filed with the Graduate School, no post-master's degree courses listed may be older than eight years. Exceptions must be approved by the Graduate School prior to filing the program of doctoral studies. The eight-year time limit for completion of the degree program applies to all course work beyond the master's degree. The majority of credits (51%) used to satisfy requirements for a doctoral degree (a minimum of 46 hours) must be completed at UM-St. Louis as a doctoral student. E. Inter-University Graduate Exchange Program UM-St. Louis participates in the Inter-University Graduate Exchange Program with Washington University and St. Louis University whereby students may complete (with Dean's approval) a limited number of credit hours off campus at UM-St. Louis tuition rates. This applies only to courses not available at UM-St. Louis and usually consists of one course; two courses would be an exception for which permission should be sought from the Graduate School. Form C-24, available only from the Registrar's Office, should be used for enrolling in the Inter-University Exchange Program. It is recommended that doctoral students not enroll in off-campus courses during the final semester of their program and risk delaying graduation due to the length of time needed to transfer and process grades at the cooperating university. F. Residence Requirement There are 3 types of residency. The requirement that at least the last one-half of the program be taken at UM-St. Louis is a form of residency. A second residency for Ph.D. students is to take 16 hours of the primary discipline at UM-St. Louis. The third type requires a period of intense study. This residency is defined as three consecutive semesters in which the student is enrolled for 15 credit hours over the three-semester period. Residency should be completed during the last two-thirds of the course work phase of the program, but not during the dissertation phase (Form ED-4). If employed, the student is encouraged to work less than full-time. Delayed grades during this period should be avoided if at all possible. If a course must be taken off-campus during the residency, Form G-9 Petition for Waiver of the Residency Requirement should be filed. Courses offered at the Lindbergh Center are not considered as off-campus. G. Delayed Grades
8 8 Delayed grades may be given when a student's work is incomplete but otherwise worthy of credit. Delayed grades must be removed within two regular semesters after the time recorded or they automatically become F grades. Delayed grades recorded for courses in dissertation research are left as delayed grades until final, regular grades are reported by the Dissertation Chairperson upon completion of the dissertation. H. Comprehensive Examination The comprehensive examination should be taken after the pre-candidate has essentially completed the major and minor areas of concentration designated on the program of studies form. Delayed grades should be removed before the pre-candidate takes the examination. The purpose of this examination is to provide an opportunity for the pre-candidate to demonstrate the ability to integrate and synthesize information pertaining to the areas of concentration. The pre-candidate and advisor confer on the areas to be tested in the written examination. The examination is developed, administered and evaluated by members who have been approved as the Comprehensive Examination Committee (Form D-1). The comprehensive examination should include a written examination and a two-hour oral examination covering the major and minor areas of concentration. The written examination is not to exceed 10 hours total in length, and no sub-area will be more than 4 hours in length. The oral examination augments the written portion of the comprehensive exam two weeks after the written. Form ED-5 should be filed after completion of the examination. Failure of the written and/or oral portions of the examination may result in the advisor's prescribing alternatives such as additional classes and/or independent studies to remedy weaknesses. Passing the written and oral comprehensive exam is required before the pre-candidate is recommended for admission to candidacy. I. Application for Candidacy After successful completion of the comprehensive examination, the pre-candidate confers with his/her advisor concerning the preparation of the Application of Candidacy, Form D-3. This application should be followed by the nomination of the dissertation committee, Form D-4. As a CANDIDATE, one is eligible to enroll in dissertation credits. J. Continuous Registration After students achieve candidacy and complete the residence requirement, they must remain enrolled until the degree is completed. Students at the candidacy stage typically enroll for Education 7999, Dissertation Research, and the number of hours being commensurate with the activity. It is not necessary to enroll for the summer session. Failure to register in any fall or winter semester will result in termination from the Graduate School. If students who are terminated decide to reapply and if they are readmitted, they will be subject to all regulations in effect at the time of readmission. K. Dissertation Committee The dissertation committee is composed of at least four members nominated by the candidate in consultation with his or her advisor and approved by the College of Education and the Graduate School. The following qualifications apply: 1. The candidate's advisor (dissertation committee chair) must be one of the committee members.
9 9 2. All committee members must hold graduate faculty membership or be approved by the advisor, the College of Education, and the Graduate School. 3. The chair and one other member of the dissertation committee must be from the candidate's major specialization. L. Dissertation The dissertation is the culminating product of the program and represents the candidate's efforts to produce a scholarly study that expands knowledge in the field. Following admission to candidacy, the candidate submits a dissertation topic and a formal dissertation proposal (prospectus) to the dissertation committee (D-5). The committee may make use of a dissertation proposal colloquium, during which the candidate presents and defends his or her proposal, obtaining suggestions for improvement. As noted on Form D-4, the student must comply with the procedures intended to protect the rights of human subjects in research. Such compliance should be presented on the form, Application for Review of a Project Involving Human Subjects. The student should complete the forms and meet with the College representative to the Institutional Review Board (IRB). The IRB meets monthly except August. The Boards approval of proposals involving human subjects must be filed with Form D-5 by the first Wednesday of the month. The style and format of the prospectus and dissertation is cooperatively decided upon by the candidate and the dissertation committee, based upon the needs of the research to be reported. A positive vote (simple majority) of the candidate's dissertation committee is necessary for approval of the prospectus. The dissertation must be printed on good quality paper. High quality copies (including Xerox-type copies) are acceptable; carbon copies are not. In matters of style, the custom of the discipline should be followed. The following pages from the Graduate School Regulations should be consulted for specifics related to the dissertation: Regulations on Graduate Study, Theses and Dissertations Sample Text for the Oral Examination Announcement Sample Title Page for the Dissertation Sample Dissertation Abstract Thesis or Dissertation Fee These are found in Section 8, Dissertation Format and Library Procedures in this Handbook. Upon completion of the dissertation in a form considered to be complete and provisionally acceptable to members of the dissertation committee, a Preliminary Approval of Dissertation and Oral Defense (Form D-6) should be filed with the Graduate School and should be accompanied by a copy of the dissertation. Within a period of approximately four weeks the Graduate School reviews the dissertation approved by the Committee and returns the dissertation along with Form D-6 to the Candidate and Dissertation Advisor. M. Defense of Dissertation After consultation with the candidate, the Dissertation Chair requests the appointment of the Defense of Dissertation Committee Report and Final Approval of the Dissertation (Form D-7). The Dissertation Chair approves the announcement of the oral defense of the dissertation and submits it to the Graduate School on Form D-7. A sample of an announcement is available in the Office of Graduate Education (Form D-9). The abstract in the announcement should not exceed 350 words. The Defense of Dissertation Committee certifies the final acceptability of the dissertation to the
10 10 Graduate School on the basis of the final oral examination, which is open to all graduate faculty members. The results will be submitted to the Graduate School on the bottom half of Form D-7. The candidate is responsible for making all necessary changes in the dissertation, which may result after completion of the oral examination. The dissertation Advisor approves the final form of the dissertation and sends one copy to the Graduate School with Form D-7 Final Approval of Doctoral Dissertation. Upon approval, the Graduate School returns Form D-10 and a copy of the dissertation to the advisor. N. Exit Procedures and Fees The candidate should bring to the Graduate School Office, (1) Form D-7 (signed by the Dissertation Chairperson), (2) at least three final copies of the dissertation, (3) two copies of the abstract (typewritten of not more than 350 words) and (4) an extra copy of the title page. Two copies of the dissertation will be bound; the third copy will be mailed for microfilming and will eventually be returned to the author. The Library will pay for binding one copy; the College of Education will pay for the copy sent to its Library. The candidate must also pay $55.00 (subject to change) for the microfilming and publishing. If copyright is desired, the fee is $ (subject to change). The forms for filing for microfilming and copyright should be obtained from the Graduate School Office with check made payable to ProQuest. More specific details pertaining to the Library's requirements are found in Section 9 of this Handbook, Dissertation Format and Library Procedures. The Graduate School will approve the candidate for graduation. O. Graduation Information pertaining to the details of graduation will be sent from the Chancellor's Office. The doctoral recipient is encouraged to participate in the graduation ceremony. The Dissertation Chairperson (or designate) accompanies the recipient at graduation and assists in bestowing the doctoral hood. P. Inquiries Inquiries concerning the interpretation of steps toward achieving the Doctor of Education or Doctor of Philosophy in Education degrees or the explanations of program components should be directed to the Associate Dean of Graduate Education, who coordinates the program.
11 11 The Research Internship Courses (EDUC 7880, 7881, 7882) of the Doctoral Programs in Education The research internship courses are designed to give doctoral students the direct experience of doing research under the guidance of a faculty member. Students may enroll for two of three internship courses (each 3 credit hours) if in the Ph.D. program or for two courses if in the Ed.D. program. The internships should be sequenced so that students gradually take on more responsibility and control of the research experience. In the first course the student will primarily assist a faculty member with the faculty member s research. The student should acquire such specific skills as literature search, data gathering, and data analysis. A student with prior research experience can of course begin at a more advanced point. For this internship, a student might: 1) work with his or her faculty adviser; or 2) seek out a professor who is using research methods (e.g. interviewing, survey, ethnography, multifactor or multiple linear regression analysis) appropriate to the student s work-whether or not the professor is working in the same subject area. In the second course the student will play a more active role, either through genuine collaboration with a faculty member on a joint project or through applying research skills to a problem of his or her own. A student may take this course concurrently with the second common doctoral seminar (Research: Implementing Change) or another course that includes the writing of a preliminary dissertation proposal. In the third course the student will implement a small study, such as a pilot for his or her dissertation, under the guidance of a faculty member who will probably direct the dissertation. This internship should be taken concurrently with or after the second common doctoral seminar. While the second internship may be devoted primarily to designing a study, the third internship should involve carrying out a pilot or small research project with faculty guidance. Students will produce a written analysis of the study. All students enrolled in the three internship courses will share and discuss their work by meeting together as a cohort with faculty in the internship seminar. Internship experiences can and should benefit both doctoral students and faculty. A successful internship is an apprenticeship, guiding the student through the often difficult transition from theory to practice, from textbooks and exercises to original research. The sequence employs the zone of proximal development (L.S. Vygotsky)-the novice researcher works in collaboration with an expert who gradually steps back as the novice becomes ready to work independently. In a successful internship, the faculty member also gains an apprentice and partner, a valued assistant whose questions and insights enhance the research. The internship sequence must be carefully designed, however, to prevent two possible abuses. Research interns, even in the first course, must not be used simply to do the drudge work or clerical tasks for a faculty researcher. The project must be one that will draw on the student s prior
12 skills and knowledge. If asked to conduct part of a literature search, the intern must also be involved in the interpretation and application of that literature; if asked to prepare the data for statistical or computer analysis, the student must also be involved in interpretation of the results. It is especially important that doctoral interns receive appropriate credit for their contribution to faculty research in any future publication. While credit may range from a footnote to full coauthorship, the student and faculty member must clearly understand the credit to be given and must renegotiate that understanding if the extent of the student s contribution evolves. These guidelines should protect the student s interests and help make the internship a rich learning experience. Faculty members supervising interns also need protection. They cannot be expected to provide individual tutoring in statistics and research design or to spend many hours guiding interns through projects which do not enhance the faculty member s own research. Faculty supervising the first research internship course should expect to gain some genuine help in pursuing their research agendas. During the second and third courses, the work may not directly support a faculty member s research, but the time commitment is likely to be less and the benefits more personal and intellectual. Professors, division chairs, and deans will keep accurate records of internships and dissertations supervised so that after an appropriate number of credit hours have accumulated, the faculty member will earn released time for research. These guidelines should protect the faculty s interests and make the doctoral program a source of greater faculty research productivity. To enroll in an internship, the student completes, in consultation with the professor, a Research Internship Outline spelling out the conference schedule, time commitment, and work expected of both intern and professor. Once completed this outline should be forwarded to the Graduate Education Office. Questions about the design and supervision of doctoral research internships should be directed first to the adviser and then to the Associate Dean for Graduate Education. 1/28/98 GAC 12
13 13 A Timetable for Doctoral Pre-Candidates and Candidates in the College of Education Note: Unless otherwise noted, submit all forms first to the Graduate Education Office in South Campus Classroom Building. They will be forwarded to the Graduate School from there. Step Estimated Time or Due Date Form Identify a dissertation committee chair By last semester of coursework D2 Complete coursework and pass comprehensive File form as soon as you are eligible D3 examination; apply for Candidacy Identify dissertation committee By first semester of Candidacy D4 Remain continuously enrolled, fall and spring semesters (at least 1 credit of EDUC 7999) Write dissertation proposal Self-motivation Defend proposal 2 hours D5 Apply for IRB approval if using human participants Self-motivation IRB forms on web site Submit dissertation proposal, D5, and IRB Self-motivation approval letter at Graduate Education Office Receive approval from Graduate Dean Approximately 2 weeks The process from the proposal defense to dean s approval normally takes 2-3 months for motivated students when it includes the IRB process. Conduct your study/collect data Self-motivation Conduct data analysis Self-motivation Write final chapters Self-motivation Submit dissertation draft to chair 2-3 weeks for chair to critique Submit revised dissertation draft to committee 2-3 weeks for committee to read upon adviser s recommendation Meet with committee (a meeting is optional but committee members must be satisfied the dissertation is ready for defense and indicate so by their signature); if they agree, identify possible dissertation defense dates 3 weeks after submission below By October 1 st for December graduation; by March 1 st for May graduation; by June 1 st for August graduation D6 Submit an essentially final copy of the dissertation with the D6 and D9 (proposing a dissertation defense date at least 3 weeks later) at Graduate Education Office Receive approval of Graduate Dean Defend dissertation Revise dissertation At least 6 weeks prior to commencement Within 3 weeks By mid-november for December graduation; by mid-april for May graduation; by mid-july for August graduation (consult calendar on Graduate School web site for exact dates) 2 hours for defense See final submission guidelines in Appendix 2 of Graduate School Rules and Regulations or on Graduate School web site D6, D9 D7 or D7e Register for any remaining dissertation credits (EDUC 7999, must have at least 12) Obtain dissertation chair s signature after final By Noon Friday before D7 or D7e
14 14 draft approval by chair. Submit dissertation, D7 or D7e, publisher s agreement, and survey of earned doctorates to Graduate School in Woods Hall. Student account must have a zero balance. commencement (absolute); earlier is better
15 15 A Few Helps From Microsoft Word For Dissertation Writers Many users of Microsoft Word know these hints, but just in case you don t... Headers and Page Numbers Your documents always need a page number so that readers can refer to portions of your document and pages can be put back into place if they become separated. APA format also requires a header, that is, a couple of words taken from the title of the document. To put a header and page number in your document, select View from the top bar of Word and scroll down to Header and Footer. A header box should appear first, but there is a button in the palette (that also pops up) that allows you to go back and forth between the header at the top of the page and footer at the bottom of the page. Click inside the header or footer box and you can type in your header. Use the normal alignment tools, font, and font size tools to place the text where you want, generally right justified. Remember you have to select your text to apply those tools. When you want to add a page number, position the cursor in the desired place and click on the pound button (#). There is also a button in the header and footer palette that allows you to insert a date and another that inserts the time. You might find it useful to include at least the date in the early stages of writing. You ll eventually have so many different versions of your work that this will help assure you that you are working from the most recent draft. Line Numbers Another help that won t appear in your final document but can be useful in earlier stages, as you are working with your advisor and committee members is the inclusion of line numbers. This puts a line number down the left hand side of each page (as you see here), so that you can refer someone to page 7, line 16, for example. To insert line numbers into your document, go to View in the top bar of Word and select Page Layout. To add numbers to the entire document, click Select All under the Edit menu in the top bar of Word. Then, go to Format on the top bar, click on Document and then on the Layout tab. Click Line Numbers then Add line numbering. There are options and generally you will want to select start numbering on each page. Track Changes Another feature of Microsoft Word that your advisor or committee members might use is Track Changes. This is essentially a way they can mark up your papers/chapters electronically. So, you will have had to send your work to them as a Microsoft Word file. If your faculty readers use Track Changes you will see edits or comments in a color throughout your document. If faculty readers edit your work, you can then take the Microsoft Word file, review those edits, and if you would indeed like to make those changes, you have the option to do so. You can just make all the changes or you can through them one-by-one to decide which changes you will make and which changes you won t make. There can be differences in how you get to features of Track Changes from version to version of Microsoft Word. You might have buttons on the Reviewing toolbar. These buttons turn track changes on and off, move from one edit to the next, accept an edit, reject an edit, etc. You usually can get to these features from the Tools menu in the top bar of Microsoft Word and then scrolling down to Track Changes.
16 16 From Mentor Memo Creating a Research Agenda May 20, 2009 By Justin Reedy and Madhavi Murty Creating a research agenda should be a major goal for all graduate students regardless of theoretical interests, methodological preferences, or career aspirations. A research agenda helps you orient yourself toward both short- and long-term goals; it will guide your selection of classes, help you decide which academic conferences (and within those, which specific divisions) to engage in, and steer you in recruiting mentors and research collaborators. What is a research agenda? It s a plan and a focus on issues and ideas in a subset of your field. You cannot study everything in your field during your time in graduate school, so decide what to focus on now, and what to defer until another day. Research agendas are not set in concrete; they naturally change over time as your knowledge grows and as new research questions emerge. Don t be intimidated. Many students may start a graduate program with only a few ideas of areas they would like to study, or perhaps a few general research questions. Graduate courses, conversations with faculty and fellow students, and time spent reading the literature in the field can help you start to form a research agenda out of those ideas or research questions. How to get started * Talk with faculty members about your general interests. Use faculty as a resource to find out which topics are overstudied and where additional work is needed. * If there are students with similar or overlapping interests, get their perspectives as well. * Read a great deal, even in the early weeks of your graduate work. Be open to reading research outside your immediate areas of interests and seeing how they link to your own areas. * Ask faculty for reading lists or copies of syllabi. Such resources help you familiarize yourself with the research already done in areas that interest you. Be sure to follow up on citations that are interesting or intriguing. * Identify key authors relevant to your interests. Read their scholarship and understand the work that has informed their research. Advancing your agenda Classes * Identify courses that will help advance your research agenda both in terms of specific knowledge about the issues and relevant methods. Remember that the title of a class might not always fully describe it, so contact the professor to find out more about class content. * Look both inside and outside the department for classes and look outside especially in your second year in the program. Graduate students in interdisciplinary fields, for example, may find very valuable classes in diverse departments. * Think specifically about the research questions you want to ask, and think about how you will answer them. Then pick courses to help you in reaching this goal. * Try to use class assignments to advance your research agenda. If possible, use each seminar paper as a way to focus on a specific part of your overall agenda whether it be a literature review or a proposal for a study. * Don t be afraid to take a chance on a course that seems somewhat outside of your agenda or your comfort zone. If the topics or research methods covered in the course draw your interest, you could find a way to incorporate those into your overarching research agenda. Conference papers, colloquia, and research articles * Ask faculty members if they have research projects in which you can participate.
17 17 * Work with more than one faculty member. Different faculty members provide different perspectives even if they are interested in the same concepts. * Talk to faculty and other graduate students about conferences you should attend (and conference paper deadlines). Use conference paper deadlines to pace your own research production. * Present your work at conferences, listen to others ideas, and solicit feedback on your research. * Consider working toward the publication of your papers. With enough feedback and guidance from faculty, fellow graduate students, and colleagues in the field, what starts out as a seminar or conference paper could turn into a journal article or book chapter. * Attend talks and colloquia on campus both inside and outside your department. These talks can help you generate research ideas and help you see your research in a new light. * Recruit others to work with you on projects. Student collaborations are especially fruitful when the constituent members have similar interests, but bring different yet complementary perspectives and skills to the endeavor. Be active: Be a part of the conversation in your field! Justin Reedy and Madhavi Murty are graduate students in communication at the University of Washington.
18 18 University of Missouri St. Louis College of Education Dissertation Handbook: The Recommended Organization and Format of Doctoral Dissertations 2007 Note: This handbook only addresses formatting standards. It should not be considered an inclusive set of writing standards. The intention here is to give dissertations a College-wide standard appearance. Information on appropriate writing style for a dissertation can be found elsewhere (see the list of references). If you are submitting your dissertation electronically (only), likely there are variations from these suggestions that you should check before final submission. For example, you won t be able to have faculty signatures, but you could type faculty members names on an approval page.
19 19 University of Missouri St. Louis College of Education Dissertation Handbook: The Recommended Organization and Format of Doctoral Dissertations 2006 General Formatting The Graduate Education Committee of the College of Education established these guidelines to promote a College-wide standard. They are intended to present a consistent organization for a document that is made publicly available. Documentation Styles The College of Education doctoral students write dissertations over a broad range of sub-disciplinary fields. The College does not dictate a single documentation style but rather recommends using a style preferred within a student s sub-discipline. In the absence of another preferred style, students should use the current American Psychological Association (APA) guidelines. No matter which style is selected, the style guidelines should be applied consistently throughout the dissertation. General Formatting Specifications Margins. For binding and copying purposes, every page of the dissertation must have at minimum 1-inch margins at the top right and bottom with a 1 ½-inch margin on the left (binding) edge. Larger margins are acceptable. Page numbers should be at least ½ inch from the edge of a page. Font Style and Size. A recommended standard for font style and size is 12 point Times New Roman, but any similar font and size is acceptable for the body of the text. Students should avoid fonts that are script, italic, or ornamental throughout. Once a font is selected it should be used consistently throughout the dissertation. Line Spacing. The body of the text, abstract, and acknowledgments must be double-spaced or one-and-one-half spaced. Long quotations, footnotes, endnotes, lists, and appendices may be single-spaced. Whatever spacing is chosen it should be used consistently throughout the dissertation. Pagination. Every page of the dissertation should be numbered except for the notice of copyright page, if included, title page, and committee approval page. Page numbers should appear in the same location on each page and be a consistent font style and size. The preliminary pages should be numbered in lowercase Roman numerals with the first page of text beginning Arabic numerals, starting with 1. Paper. If the dissertation is submitted in paper form, 20-pound standard grade white paper, 8 ½ by 11 should be used. Print Quality. Dissertation copies should be of high quality. Any unclear or illegible pages might be rejected and will have to be replaced. Color Copies. Color copies are acceptable but to accommodate black-and-white copying labels or symbols rather than colors should identify lines on graphs. Crosshatching might be a better choice for the purpose of copying than color. CDs and Other Non-Print Media. Compact discs can be included with the dissertation but students should assure that the dissertation is understandable without the material on the CD. CDs should be marked with your name, degree, College of Education, University, and dissertation title. If the CD contains information specifically placed in the dissertation, that information should be given as well. For example, you might label the CD Appendix B: Transcriptions of Interviews.
20 20 Long Dissertations. Be aware that long dissertations (over 500 pages or 2 ½ inches) might have to be separated into two volumes. Organization of the Dissertation The general sequence of the dissertation should be: preliminary pages, text pages, and reference/appendix pages. Preliminary Pages Page Title Page* Committee Approval Page Abstract* Dedication Acknowledgments Table of Contents* List of Figures List of Tables List of Illustrations List of Symbols List of Abbreviations Preface *These pages are required. Others are optional. Pagination Counts as page i, but number does not appear Counts as page ii, but number does not appear Numbered as page iii Numbered as page iv if included Numbered as page v if included Continue Roman numbering Continue Roman numbering Continue Roman numbering Continue Roman numbering Continue Roman numbering Continue Roman numbering Continue Roman numbering Title Page. The title page for a print dissertation should be formatted according to the directions below and the model in Appendix A. 1. The title of your dissertation should be typed in all uppercase letters and fall between 2 and 2 ½ inches from the top of the page. It should be centered. 2. Your name and previous degrees (corresponding to official University records) should follow the word BY typed in uppercase letters 4 inches from the top of the page. Skip a line then type your name in all uppercase letters, skip another line, then type your previous degrees with upper and lower case letters in chronological order. The format should be: degree abbreviation, institution, year granted. Use one line for each degree. 3. The word DISSERTATION typed in uppercase letters 6 ½ inches from the top of the page and centered. Skip a line and use single spacing, upper/lowercase letters and type Submitted in partial fulfillment of the requirements for the degree of <add earned degree> in the Graduate School of the University of Missouri-St. Louis, 200x The earned degree should be either Doctor of Education OR Doctor of Philosophy in Education. 4. The words St. Louis, Missouri should be typed 9 inches from the top of the paper, centered, in upper/lowercase letters. The title page for an electronic dissertation has its own format. Consult the web page of the Graduate School for the specifications. Committee Approval Page. Students often like to have a page with the dissertation committee members signatures or names. This page is optional but if you decide to have one, follow the example in the appendix. This page is ceremonial and does not take the place of any official approval forms that must be filed with the Graduate School. In the case of electronic dissertations you will not be able to have signatures, but you could include this page with the committee names typed. Abstract. An abstract is a short summary of your dissertation. It should state the problem, describe the methods used, and provide the main results or conclusions of your study. It is usually less than 350 words. The line spacing of the
21 21 abstract and the font style and size should be consistent with the body of the dissertation. The heading should be consistent with chapter headings. Dedication. Students sometime like to dedicate their dissertation to a friend, parent, or mentor. Including a dedication is optional. You do NOT need to label the page Dedication but your text should be centered vertically and horizontally. Acknowledgments. An acknowledgments page is also optional. Use the heading Acknowledgments and the same font style and size and spacing that is used in the body of the dissertation. Table of Contents. A Table of Contents is required. It should list all of the major sections that follow, including chapters, appendices, lists of tables and of figures. You have the option of listing subsections for chapters and appendices, but if you list them for one chapter you should list them for all chapters. The font style and size, capitalization, and wording of all chapters and sections or subsections of chapters in the table of contents should match that in the text. Use left justification for major entries and indent subsections. Use leader dots and right justify the page numbers. See the example in the appendix. Lists of Tables, Figures, Symbols, and/or Abbreviations. You are not required to have these lists, but any you have should use a consistent format from one to the next and with the table of contents. If tables or figures from one chapter are listed, then tables and figures from all chapters should be listed. The title or caption used in the list should match that in the text. Text The text should be divided into chapter or sections. Headings. Heading and subheadings should be consistent throughout the chapters and sections in regard to capitalization, placement on the page, font style, and font size. A common format is to center the heading for a chapter followed by an Arabic numeral with the chapter title on the next line, centered. If the word chapter is capitalized, so should the chapter title. All major sections should begin on a new page but subsections do not need to begin a new page. If the heading of a section or subsection falls near the bottom of a page, at least one line of text should follow it or it should be placed at the top of the following page. Tables, figures, photographs, and musical examples. The arrangement of figures within the dissertation should be decided with your advisor. It is often easier to place figures in a subsection at the end of a chapter or section than to place them next to text, especially if figures are not large enough to require a whole page. Figures, figure numbers, and captions should be placed on the same page, either vertically or horizontally, within the required margins. If a figure is rotated horizontally, the top of the figure should be toward the left edge. The figure caption is also rotated, but the not the page number. Writing style. Scientific writing is used for a dissertation. It is the language used to communicate something for the first time. Day (1988) identifies four characteristics of good scientific writing: Scientific writing is characterized by absolute clarity: an author of clear mind undertakes a clearly stated problem and draws clearly stated conclusions Scientific writing is understandable: a message is lost unless it is clearly understood by the intended audience Scientific writing uses words of certain meaning: writing should be as clear and simple as possible, wellordered, and avoid literary embellishments and idiomatic expressions Scientific writing is characterized by proper use of English: when English is the language of the dissertation, the English language should be used with precision Tense. Naturally, much of a dissertation proposal should be written in the future tense. It is a plan for how to proceed with a research study. The review of literature, though, should conform to the convention of scientific writing that follows.
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