DOCTORAL STUDIES HANDBOOK. Version 1.2

Transcription

1 Department of Curriculum & Instruction College of Education DOCTORAL STUDIES HANDBOOK Version 1.2 Fall 2010 Revision

2 Table of Contents Table of Contents... i Admissions...Error! Bookmark not defined. International Students... vi Contact Information The Graduate College... v The Department of Curriculum and Instruction... v The Coordinator for Doctoral Studies Living in Las Vegas... vi Mission Statements... vii College of Education... vii Department of Curriculum and Instruction... vii Doctoral Programs Summary...1 Ph.D. in Curriculum and Instruction... 1 Ph.D. in Teacher Education... 1 Ed.D in Curriculum and Instruction... 1 Ph.D. in Learning and Technology... 1 Ph.D. in Curriculum and Instruction...13 Program Summary Chart Degree Objectives... 3 Program of Study... 3 Entrance Requirements... 4 Minimum Completion Requirements... 4 Ph.D. in Teacher Education...6 Program Summary Chart... 6 Degree Objectives... 7 Program of Study... 7 Representative Course of Study by Year Entrance Requirements Minimum Completion Requirements i

3 Table of Contents (continued) Ed.D. in Curriculum and Instruction...13 Program Summary Chart Degree Objectives Program of Study Entrance Requirements Minimum Completion Requirements Ph.D. in Learning and Technology...17 Program Overview Contact Information General Information...18 Doctoral Program Checklist Financial Assistance Student Financial Services Graduate Assistantships International Students Important Links and Resources: Office of Admissions Information on Exams Required for Admission The English Learning Center: Selecting a Program Chair and Committee Role of Program Chair Selecting a Dissertation Chair and Committee Co-Chairs Role of Dissertation Chair Role of Committee Members Role of the Student Comprehensive Examination Proposal Selecting and Shaping the Research Topic Preparing the Proposal Gaining Approval for the Proposal Preparing the Dissertation Final Examination: Dissertation Defense Appendices...29 Residency Requirement Description Residency Requirement Form Doctoral Forms Completion Checklist Programs Camparison Chart ii

4 Admissions Application for all Doctoral Programs (PhD and EdD) in the Department of Curriculum and Instruction is accomplished through the UNLV Graduate College online application process. Visit the Graduate College Web site at for the link to the online application. Deadline for completed and submitted applications is March 1 for matriculation into the program for the subsequent fall semester beginning in August each year. Specific admission criteria for the PhD and EdD programs in the Department of Curriculum and Instruction include: 1. Meet the requirements for admission to the Graduate College of UNLV set forth in the UNLV Graduate catalog Hold a master s degree from an accredited program in an area closely related to the chosen field of specialization. Normally, 18 semester hours in education are required. 3. Have a grade point average of 3.0 of higher in all graduate level coursework. *Please note that one third of the total program hours may be transferred from another accredited doctoral program. 4. Have completed a minimum of 2 years of successful professional educational experience upon entrance to the program. 5. Obtain three letters of recommendation from individuals who can specifically address the applicant s potential for success in the doctoral program. These letters of recommendation will be requested and submitted through the Graduate College online application system. One of the letters must be from a university faculty member addressing your past academic success and future potential in a doctoral program. 6. Submit one set of official transcripts from all previously attended colleges and universities as requested in the Graduate College online application. You may upload unofficial transcripts via the online application as a supplement if you have the documents in a digital computer file (e.g., PDF). Unofficial transcripts do NOT substitute for the official documents. 7. Submit Graduate Record Examination (GRE) scores for the General Exam. The scores should be sent directly to the Doctoral Studies Office in the Department of Curriculum and Instruction. Applicants are encouraged to provide self-reported scores for the GRE in the Standardized Tests section of the Graduate College online application. 8. Submit a Personal Statement via the Graduate College online application that addresses in detail: (a) emphasis area of study [see nota bene following page], (b) the reasons for pursuing a doctorate in education, (c) expectations concerning the doctoral program, (d) potential areas of study, and (e) the name of a faculty member in the department with whom you would like to work [optional]. 9. Demonstrate oral communication skills through an interview conducted by members of the C&I graduate faculty. Out-of-state applicants must contact the Coordinator of Doctoral Studies directly to make alternate arrangements to the on-campus interview. 10. International students are encouraged to self-report their TOEFL scores via the Graduate College online application. Official scores must also be sent directly to the UNLV Graduate College. iii

5 N.B. The Department of Curriculum and Instruction offers doctoral programs in seven different emphasis areas: (a) Cultural and International Studies, (b) Instructional Technology, (c) Literacy, (d) Mathematics Education, (e) Science Education, (f) Teacher Education, and (g) Teaching English as a Second Language. The PhD in Teacher Education is a separate degree program from the PhD in Curriculum and Instruction with an emphasis in Teacher Education. ADVANCE ORGANIZER FOR GRADUATE APPLICATION ONLINE 1. Contact information for yourself 2. GRE scores for self-report 3. TOEFL scores for international students 4. Know which Program of Study you are interested in: PhD in Curriculum and Instruction EdD in Curriculum and Instruction PhD in Teacher Education 5. Know which Program Concentration you are interested in: Cultural and International Studies Instructional Technology Literacy Mathematics Education Science Education Teacher Education TESL 6. Transfer Credits from other universities 7. Personal Statement 8. Recommendation Providers: Contact information for 3 references, one of whom must be a university professor. You will need an . All reference letters will be requested and submitted via the online application system so an accurate address for each reference is very important. Be sure to indicate yes to the question: Will this provider be submitting the letter of recommendation online? For International Students 1) Additional information can be obtained from the Office of International Students and Scholars. 2) Obtain information on preparing for and writing the TOEFL exam. Website: iv

6 The Graduate College Website: Office: Flora Dugan Humanities (FDH) 352 Address: 4505 Maryland Parkway Box Las Vegas, NV Telephone: (702) Fax: (702) Doctoral Studies Guide Contact Information The Department of Curriculum and Instruction Website: Address: 4505 Maryland Parkway Box Las Vegas, NV Telephone: (702) Fax: (702) v

7 Doctoral Studies Office Dr. Tom Bean, Doctoral Studies Co-Coordinator Office: CEB 347 Phone: Fax: Dr. P.G. Schrader, Doctoral Studies Co-Coordinator Office: BDC 104 Phone: Fax: Jovita Bayuga, Doctoral Studies Adminstrative Assistant Office: CEB 368a Phone: Fax: Living in Las Vegas Vegas life: Finding your way in Las Vegas: About UNLV: Finding your way on campus: On-campus housing: vi

8 Mission Statements College of Education The College of Education is committed to creating an intellectual environment that promotes quality instruction, significant research, and professional service. Particular attention is focused on preparing professionals for diverse educational settings and on contributing to educational and pedagogical knowledge through scholarly endeavors. The College provides leadership in both the art and science of educational practice. Furthermore, the College is committed to creating an inclusive learning environment that values and promotes diversity. Collaboration among students, faculty, other professionals, and community members is essential to the College in achieving its goals. Integral to the mission is a dedication to being a premier college of education that serves our dynamic and expanding community, the state, the region, and the nation. The theme for the College of Education that supports the College Mission is to prepare professionals for changing educational contexts. Department of Curriculum and Instruction The Department holds as its central mission the preparation and development of educators at all levels. The department ensures that its professional education programs are based on essential knowledge, established and current research findings, and sound professional practice. vii

9 Doctoral Programs Summary Consistent with the College of Education and Department of Curriculum and Instruction mission statements, the department offers the following four doctoral programs: I. Ph.D. in Curriculum and Instruction This course of study is for professional educators who desire to extend and advance knowledge in the theory and practice of education as university researchers. Areas of research emphasis include instructional technology, teacher education, mathematics education, literacy, cultural and international studies, and teaching English as a second language (TESL). The completion of this degree will particularly enable individuals to become skilled researchers as members of university faculties. II. Ph.D. in Teacher Education This program is projected for professional educators who have an interest in becoming practitioner-oriented scholars in teacher education and who are interested in teacher education as a content area for research. Completing this degree will enable individuals to answer the national call for teacher educators and researchers in this field. The program is one of only a few in the nation devoted to teacher education. III. Ed.D. in Curriculum and Instruction This program is intended for professional educators who desire to extend and advance their studies in the theory and practice of education. Areas of emphasis include instructional technology, mathematics education, science education, teacher education, literacy, cultural and international studies, and teaching English as a second language (TESL). The completion of this degree will enable individuals to become members of university faculties but particularly suited for positions as leaders in school districts and community agencies. *Collaborative Ph.D. in Learning and Technology This program is a joint degree with the Department of Educational Psychology and is designed to enable students to become independent scholars who are able to make significant contributions to knowledge in the discipline of educational psychology and the field of educational technology. The completion of this degree will enable individuals to fill faculty or research and development positions at universities, community colleges, and the private sector. This program is housed in the Department of Educational Psychology. 1

10 Ph.D. in Curriculum and Instruction This course of study is for professional educators who desire to extend and advance knowledge in the theory and practice of education as university researchers. The completion of this degree will particularly enable individuals to become skilled researchers as members of university faculties. Program Summary Chart Ph.D. in Curriculum and Instruction Anticipated Completion Time Total Credit Hours 3 6 years hrs Residency Area of Emphasis For specific emphasisarea requirements see the department website. Cognate Research Internships Two-semester structured project 27 hrs, including two of three courses below: CIG 761 Theoretical Foundations of Education CIG 768 Advanced Curriculum Development CIG 780 Research on Teaching and Schooling 9 12 hrs 15 hrs + submission of an article for publication in a national refereed journal. Hours include: EPY 718 Qualitative Research EPY 721 Descriptive/Inferential Statistics CIG 790 Doctoral Research Seminar + Two additional research courses 6 12 hrs (Research Internship + College Teaching Internship) Dissertation hrs Areas of emphasis include cultural and international studies in education, instructional technology, literacy, mathematics education, science education, teacher education, and teaching English as a second language (TESL). 2

11 Degree Objectives Doctoral Studies Guide Upon completion of the program, graduates will: Have an understanding of the theoretical and historical foundations of education Demonstrate knowledge and synthesis of major research in teaching and schooling Demonstrate knowledge and research application in the area of emphasis Demonstrate college-level teaching experience Understand and apply the major tenets of research design and analysis spanning quantitative and qualitative methods. Begin to disseminate findings in refereed journals. Demonstrate the ability to successfully design, defend, and complete an extended educational study resulting in a defensible dissertation. Program of Study A minimum of 72 hours of study beyond the master s degree is required for the Ph.D. A specific plan of study will be proposed by the student and advisor and must be approved by the student's doctoral committee, department graduate coordinator, Dean of the College of Education, and the Dean of the Graduate College. This plan of study must include coursework and/or experience in a specific area of emphasis, a cognate area of study, educational research, internships in research and college teaching, and the dissertation. The Ph.D. requires 9-12 hours to be taken as a cognate area of study. 1) Area of Emphasis: cultural and international studies in education, instructional technology, literacy, mathematics education, science education, teacher education, and TESL (27 hours) This coursework is taken within the Department of Curriculum and Instruction. Please see the department website for specific emphasis-area requirements. 2) Cognate Area of Study (9-12 hours) The cognate is a minor area of study which enhances the major area of emphasis. Students may design a cognate area from within the Department of Curriculum and Instruction, other departments within the College of Education, or from other departments at UNLV. 3) Educational Research (15 hours) + submit an article for publication in a national refereed journal The research component is designed to provide students with: (a) knowledge of statistics with an emphasis on descriptive and inferential statistics and experimental design, (b) knowledge of qualitative research methodologies, and (c) doctoral research seminar emphasizing a review of the literature. Courses required include EPY 718, EPY 721, CIG 790, plus two elective research courses. 3

12 4) Internship (6-12 hours) The internships are focused toward the career goal of becoming a university researcher and faculty member. The specific experiences included in the research and college teaching internships are designed by the student and the advisor, with approval from the student's doctoral committee. 5) Dissertation (15-24 hours) The culminating activity of the doctoral program in C&I is the dissertation. Once a student has been advanced to doctoral candidacy, continuous enrollment in at least 3 credit hours in CIG 799 must be maintained until the dissertation is successfully defended. Registering for dissertation credits before Prospectus approval is prohibited. Entrance Requirements Application for all doctoral programs in the Department of Curriculum and Instruction is accomplished through the UNLV Graduate College online application process. Visit the Graduate College Web site at for the link to the online application. Deadline for completed and submitted applications is March 1 for matriculation into the program for the subsequent fall semester beginning in August each year. If you are an international student, you must also contact the Office of International Students and Scholars. Please see the contact information in this handbook or visit the department website. Specific departmental admission criteria for the Ph.D. in Curriculum and Instruction are found on Pages iii and iv of this handbook. Applicants are cautioned that initiating the application procedure near the deadline is problematic. The amount of time needed to register for, and take, the GRE and have transcripts sent may be lengthy (see Applicants should plan well in advance of the deadline if they wish to have a completed application on file by the deadline. If the deadline presents a specific hardship, please notify the Doctoral Studies Coordinator. Minimum Completion Requirements The Doctor of Philosophy Degree is awarded to candidates who complete the following: Maintain an overall grade point average of 3.0 or higher for all coursework taken at the doctoral level. Complete a minimum of 72 credit hours of study beyond the master s degree as stated in the candidate's program of study. Complete the residency requirement for the degree. See Appendix I for details of the residency project. The residency proposal form is found in Appendix II. Pass a written comprehensive examination and complete the dissertation proposal prior to advancing to candidacy and prior to registering for dissertation credits (see General Information). 4

13 Complete and successfully defend the dissertation. The candidate must follow the guidelines set forth in the Guide to Preparing & Submitting a Thesis or Dissertation available from the Graduate College ( ). File the appropriate graduation forms with the Graduate College. File one hard copy and a digital file of the approved dissertation with the Graduate College, along with one bound hard copy of the dissertation with the Department of Curriculum and Instruction, Doctoral Studies office. In addition to the above, doctoral students are expected to attend the C&I Doctoral Colloquium which meets twice each semester (Fall and Spring) throughout their program. The Doctoral Studies Coordinator will conduct a yearly survey in which all doctoral students must provide self-reported data regarding their progress in the program. The survey is a requirement to avoid recommendation for academic probation. 5

14 Ph.D. in Teacher Education This degree program is projected for professional educators who have an interest in becoming practitioner-oriented scholars in teacher education and who are interested in teacher education as a content area for research. Completing this degree will enable individuals to answer the national call for teacher educators and researchers in this field. The program is one of only a few in the nation devoted to teacher education. Program Summary Chart Ph.D. in Teacher Education Completion Time 3 6 years Total Credit Hours hrs Residency Teacher Education & Teacher Learning Core Teacher Education & Teacher Learning Electives Inquiry Internships Dissertation Two-semester structured project 15 hrs, including: EPY 767 Human Learning and Cognition CIG 762 Instructional Strategies and Learning to Teach in Higher Education CIG 763 Teaching and Learning to Teach CIG 760 Inquiry into Teacher Education CIG 761 Theoretical Foundations of Education OR CIG 768 Advanced Curriculum Development in Education 9 hrs (please see available electives in Program of Study section or on the department website) 12 hrs, including: EPY 718 Qualitative Research EPY 721 Descriptive/Inferential Statistics + Research Elective + Technology Elective 6 hrs teaching internship hrs School-based internship hrs, including CIG 790 (taken concomitantly with dissertation hours) 6

15 Degree Objectives Doctoral Studies Guide The Objectives of the Ph.D. in Teacher Education are to: Prepare students for university level faculty positions in teacher education Connect the theory and research related to teaching and learning to the practice of teaching in schools and to the practice of teaching university courses Prepare participants to design and conduct research using quantitative and qualitative methodologies with particular emphasis on applied research in the context of diverse schools Increase the diversity of the students in departmental doctoral programs. Program of Study The Ph.D. in Teacher Education will consist of a minimum of 63 credits beyond the master s degree. Of the 63 credits, 21 credits will be in required courses: 6 credits will be in specific research and inquiry courses; 15 will be in the required teacher education core. In addition, there will be two required teaching internships (6 credits) and a required school-based internship (3-6 credits). Of the remaining credits, 6 credits will be electives in the inquiry and research area and 9 credits will be in teacher education and teacher learning electives. In addition, there are 3 hours of a required research seminar taken concomitantly with the dissertation. Individual programs of study may exceed the minimum requirements; specific coursework will vary depending on the particular teaching field or emphasis that is chosen in teacher education. The following is a list of required courses as well as illustrative lists of electives in the areas of Inquiry, Teacher Education and Teacher Learning Core, Teacher Education and Teacher Learning Electives, Internships, and Dissertation. 1) Inquiry (12 hours): EPY hrs Qualitative Research EPY hrs Descriptive/Inferential Statistics One 3 hr Research Elective (Illustrative Elective Courses include but are not limited to): EPY 716 Evaluation Research Methods EPY 719 Advanced Qualitative Research EPY 722 Inferential Statistics and Experimental Design EPY 790 Research Design in Education PED 714 Analysis of Teaching SOC 705 Qualitative Methodology SOC 774 Seminar in Feminist Theories and Research PSY 707 Research Methods 7

16 PSY 708 Statistics for Psychologists I PSY 709 Statistics for Psychologists II ANT 683 Analytical Methods and Research Design in Anthropology One 3 hr Technology Elective from Technology Oriented to the Individual Needs of Students (Illustrative Elective Courses include but are not limited to): CIT 767 Computer Based Technology and Education Change CIT 753 Hypermedia Programming for Educators CIT 743 Instructional Design and Hypermedia CIT 747 Telecommunications CIT 770 Advanced Seminar in Educational Computing and Technology Research. 2) Teacher Education and Teacher Learning Core (15 hours): EPY 767 (3 hrs) Human Learning and Cognition CIG 762 (3 hrs) Instructional Strategies and Learning to Teach in Higher Education (co-enrollment with teaching internship) Opportunities to write and to publish, particularly case-study research, will be a natural progression of taking the course and associated teaching internship. CIG hrs Teaching and Learning to Teach (co-enrollment with internship in C&I) Opportunities to write and to publish, particularly case-study research, will be a natural progression of taking the course and associated C&I internship. CIG hrs Readings and Conference Includes opportunity for students to read a common set of readings in teacher education and to be inducted into the doctoral program. CIG hrs Theoretical Foundations of Education OR CIG hrs Advanced Curriculum Development in Education 3) Teacher Education and Teacher Learning Electives (9 hours) (or may be advanced work in own teaching field up to 3 hours): Illustrative Elective Courses include but are not limited to: CIE 703 Modern Elementary School Curriculum CIS 706 Public Education in the Urban Setting CIS 708 Disciplines, Curriculum Content, and Methodology in the Secondary School 8

17 CIG 769 Advanced Curriculum Evaluation in Education EDA 782 Seminar in Teacher Education EPY 760 Contemporary Issues in Human Behavior CIG 751 Topics in Multicultural Education CIG 706 Mentoring Strategies to Improve Teaching CIG 764 Models of Teaching CIG 765 Instructional Design CIG 766 Evaluation of Teaching CIG 782 School Climate CIG 780 Research on Teaching and Schooling CIG 770 Current Trends and Issues in Education CIT 767 Computer Based Technology and Educational Change CIL 772 Cognitive Foundations of Literacy. 4) Internship (9 12 hours): CIG hrs Teaching Internship (co-enrollment with CIG 762) Shadowing a faculty member teaching a university course (3 hrs) + Teaching a university course under the supervision and mentoring of a faculty member (3 hrs) CIG hrs Internship(s) in Curriculum and Instruction (co-enrollment with CIG 763) School-based internship in Millennium Schools, Paradise Professional Development School, or other Professional Practice Schools 5) Dissertation (18 hours): CIG hrs Doctoral Research Seminar CIG hrs Dissertation 9

18 Representative Course of Study by Year Semester Course Course Name Hrs* Fall CIG 760 EPY 767 CIG 761 Inquiry into Teacher Education Education Human Learning and Cognition Theoretical Foundations of Education 3 3 Year 1 Year 2 Years 3 or 4 OR CIG 768 Advanced Curriculum Development in Education Spring EPY 718 Qualitative Research CIG 762 Instructional Strategies and Learning to Teach in Higher Education CIG 791 Teaching Internship I in Curriculum and Instruction Summer CIG 791 Teaching Internship II in Curriculum and Instruction Technology Elective Teaching and Teacher Education Elective 3 3 Fall CIG 763 EPY 721 CIG 791 Teaching and Learning to Teach Descriptive/Inferential Statistics Internship in Curriculum and Instruction Spring CIG 790 Doctoral Research Seminar Teacher and Teacher Education Elective Research Elective Summer Teaching and Teacher Education Elective 3 Fall CIG 799 Dissertation 9 Spring CIG 799 Dissertation 6 Summer CIG 799 Dissertation * *63 Total Credits Required. 10

19 Entrance Requirements Application for all doctoral programs in the Department of Curriculum and Instruction is accomplished through the UNLV Graduate College online application process. Visit the Graduate College Web site at for the link to the online application. Deadline for completed and submitted applications is March 1 for matriculation into the program for the subsequent fall semester beginning in August each year. If you are an international student, you must also contact the Office of International Students and Scholars. Please see the contact information in this handbook or visit the department website. Specific departmental admission criteria for the Ph.D. in Teacher Education are found on Pages iii and iv of this handbook. Applicants are cautioned that initiating the application procedure near the deadline is problematic. The amount of time needed to register for, and take, the GRE and have transcripts sent may be lengthy (see Applicants should plan well in advance of the deadline if they wish to have a completed application on file by the deadline. If the deadline presents a specific hardship, please notify the Doctoral Studies Coordinator. It is desirable for applicants to have experience as a practitioner or clinician in a preservice or inservice teacher education program and experience in a professional development school or equivalent. Minimum Completion Requirements The Doctor of Philosophy in Teacher Education is awarded to candidates who complete the following: Maintain an overall grade point average of 3.0 or higher for all coursework taken at the doctoral level. Complete a minimum of 63 credit hours of study beyond the master s degree as stated in the candidate's program of study. Complete the residency requirement for the degree. See Appendix I for details of the residency project. The residency proposal form is found in Appendix II. Pass a written comprehensive examination and complete the dissertation proposal prior to advancing to candidacy and prior to registering for dissertation credits (see General Information). Complete and successfully defend the dissertation. The candidate must follow the guidelines set forth in the Guide to Preparing & Submitting a Thesis or Dissertation available from the Graduate College ( ). 11

20 File the appropriate graduation forms with the Graduate College. File one hard copy and a digital file of the approved dissertation with the Graduate College, along with one bound hard copy of the dissertation with the Department of Curriculum and Instruction, Doctoral Studies office. In addition to the above, doctoral students are expected to attend the C&I Doctoral Colloquium which meets twice each semester (Fall and Spring) throughout their program. Students in the Teacher Education Ph.D. program will undergo an annual review with their program committee, which must be scheduled by the student each February for the duration of their program. The annual review should include an electronic portfolio based on the Association of Teacher Educators (ATE) Standards for Teacher Educators. The Doctoral Studies Coordinator will conduct a yearly survey in which all doctoral students must provide self-reported data regarding their progress in the program. The survey is a requirement to avoid recommendation for academic probation. 12

21 Ed.D. in Curriculum and Instruction This program is intended for professional educators who desire to extend and advance their studies in the theory and practice of education. The completion of this degree will enable individuals to become members of university faculties but particularly suited for positions as leaders in school districts and community agencies. Program Summary Chart Ed.D. in Curriculum and Instruction Anticipated Completion Time Total Credit Hours 3 6 years hrs Residency Area of Emphasis For specific emphasisarea requirements see the department website. Cognate Research Internships Two-semester structured project 27 hrs, including two of three courses below: CIG 761 Theoretical Foundations of Education CIG 768 Advanced Curriculum Development CIG 780 Research on Teaching and Schooling 9 12 hrs 12 hrs: EPY 718 Qualitative Research EPY 721 Descriptive/Inferential Statistics CIG 790 Doctoral Research Seminar + One additional research course 6 12 hrs (Research Internship + College Teaching Internship) Dissertation hrs Areas of emphasis include cultural and international studies in education, instructional technology, literacy, mathematics education, science education, teacher education, and teaching English as a second language (TESL). 13

22 Degree Objectives Doctoral Studies Guide Upon completion of the program, graduates will: Have an understanding of the theoretical and historical foundations of education Demonstrate knowledge and synthesis of major research in teaching and schooling Demonstrate knowledge and research application in the area of emphasis Understand and apply the major tenets of research design and analysis spanning quantitative, qualitative, and evaluation research methods Demonstrate the ability to successfully design, defend, and complete an extended educational study resulting in a defensible dissertation. Program of Study A minimum of 69 hours of study beyond the master s degree is required for the Ed.D. in C&I. A specific plan of study will be proposed by the student and advisor and must be approved by the student s doctoral committee, department graduate coordinator, Dean of the College of Education, and the Dean of the Graduate College. This plan of study must include coursework and/or experience in a specific area of emphasis, a cognate area of study, educational research, internships, and the dissertation. 1) Area of Emphasis: cultural and international studies in education, instructional technology, literacy, mathematics education, teacher education, and TESL (27 hours) This coursework is taken within the Department of Curriculum and Instruction. Please see the department website for specific emphasis-area requirements. 2) Cognate Area of Study (9-12 hours) The cognate is a minor area of study that enhances the major area of emphasis. Students may design a cognate area from within the Department of Curriculum and Instruction, other departments within the College of Education, or from other departments at UNLV. 3) Educational Research (12 hours) The research component is designed to provide students with: (a) knowledge of statistics with an emphasis on descriptive and inferential statistics and experimental design, (b) knowledge of qualitative research methodologies, and (c) a doctoral research seminar emphasizing a review of the literature. Courses include: EPY 718, EPY 721, CIG 790, plus one elective research course. 4) Internship (6-12 hours) The internship is focused toward each student's career goals and is designed to provide each student with an opportunity to relate doctoral studies to these goals. The specific experiences included in the internship are designed by the student and the advisor, with approval from the student's doctoral committee. 14

23 5) Dissertation (15-24 hours) The culminating activity of the doctoral program in C&I is the dissertation. Once a student has been advanced to doctoral candidacy, continuous enrollment in at least 3 credit hours in CIG 799 must be maintained until the dissertation is successfully defended. Registering for dissertation credit before approval of Prospectus is prohibited. Entrance Requirements Application for all doctoral programs in the Department of Curriculum and Instruction is accomplished through the UNLV Graduate College online application process. Visit the Graduate College Web site at for the link to the online application. Deadline for completed and submitted applications is March 1 for matriculation into the program for the subsequent fall semester beginning in August each year. If you are an international student, you must also contact the Office of International Students and Scholars. Please see the contact information in this handbook or visit the department website. Specific departmental admission criteria for the Ed.D. in Curriculum and Instruction are found on Pages iii and iv of this handbook. Applicants are cautioned that initiating the application procedure near the deadline is problematic. The amount of time needed to register for, and take, the GRE and have transcripts sent may be lengthy (see Applicants should plan well in advance of the deadline if they wish to have a completed application on file by the deadline. If the deadline presents a specific hardship, please notify the Doctoral Studies Coordinator. Minimum Completion Requirements The Doctor of Education Degree is awarded to candidates who complete the following: Maintain an overall grade point average of 3.0 or higher for all coursework taken at the doctoral level. Complete a minimum of 69 credit hours of study beyond the master s degree as stated in the candidate's program of study. Complete the residency requirement for the degree. See Appendix I for details of the residency project. The residency proposal form is found in Appendix II. Pass a written comprehensive examination and complete the dissertation proposal prior to advancing to candidacy and prior to registering for dissertation credits (see General Information). Complete and successfully defend the dissertation. The candidate must follow the guidelines set forth in the Guide to Preparing & Submitting a Thesis or Dissertation available from the Graduate College ( ). File the appropriate graduation forms with the Graduate College. 15

24 File one hard copy and a digital file of the approved dissertation with the Graduate College, along with one bound hard copy of the dissertation with the Department of Curriculum and Instruction, Doctoral Studies office. In addition to the above, doctoral students are expected to attend the C&I Doctoral Colloquium which meets twice each semester (Fall and Spring) throughout their program. The Doctoral Studies Coordinator will conduct a yearly survey in which all doctoral students must provide self-reported data regarding their progress in the program. The survey is a requirement to avoid recommendation for academic probation. 16

25 Ph.D. in Learning and Technology This program is a joint degree with the Department of Educational Psychology and is designed to enable students to become independent scholars who are able to make significant contributions to knowledge in the discipline of educational psychology and the field of educational technology. The completion of this degree will enable individuals to fill faculty or research and development positions at universities, community colleges, and the private sector. This program is housed in the Department of Educational Psychology. Program Overview The Ph.D. program in Learning and Technology is designed to enable students to become independent scholars, who are able to make significant contributions to knowledge in the discipline of educational psychology and the field of educational technology. The focus of the program is on the assessment and understanding of learning outcomes and processes in technology-rich learning environments and in modifying those environments in ways that promote more effective learning. The program will prepare students for a variety of professional careers related to teaching and research in both academic and non-academic settings. For example, students will be prepared to fill faculty or research and development positions at academic institutions, such as universities, community colleges, and K-12 school districts. In addition, students will be prepared to work in non-academic state and federal agencies that deal with issues related to learning and technology as well as in the private sector. The Ph.D. in Learning and Technology consists of 67 credits beyond the Master degree. Of the 67 credits, 37 are required courses, 18 are electives, and 12 are directed toward dissertation completion. Individual programs of study may exceed the minimum requirements and specific coursework will vary depending on particular area of emphasis. Contact Information This program is a joint degree with Educational Psychology and it is housed in the department of Educational Psychology. For further information, please call Dr. Kendall Hartley at (khartley@unlv.nevada.edu) or Dr. Michael Nussbaum at (nussbaum@unlv.nevada.edu). Department of Educational Psychology 4505 Maryland Parkway, Box Las Vegas, NV Fax:

26 General Information Doctoral Program Checklist Maintain continuous enrollment (Fall and Spring semesters). All coursework, including the dissertation, must be completed within six (6) years. Part-time students are limited to enrolling in six (6) semester hours maximum per term during the regular academic year. Select a Doctoral Program Committee Chairperson. This must be done prior to the completion of 16 hours of coursework. Form a Doctoral Program Committee. This committee will approve the plan of study and follow the student through defense of the comprehensive examination. The committee consists of three (3) C&I faculty and one (1) faculty from outside the department. File a program of study. All committee members must approve and sign the plan. The plan must be filed before the end of the 3 rd semester in the program. Attend C&I Doctoral Colloquia (Fall and Spring two evenings each semester from 5:00 7:00 pm). Apply for and complete residency requirement. (fill out Approval for Residency Experience ) Complete prescribed coursework. Begin developing comprehensive exam questions with your committee one semester prior to taking the exam. Submit comprehensive exam questions to the C&I Graduate Office (room CEB 343 A) 3-4 weeks prior to the exam. ( cidoc@unlv.nevada.edu). Comprehensive exam questions must be approved by the doctoral studies coordinator. Take comprehensive examination. This exam is taken during the last semester of coursework. (fill out Comprehensive Examination Results form) Form a Doctoral Dissertation Committee. This committee will approve the dissertation proposal and present it for approval to the student s doctoral committee during an open proposal defense meeting (fill out Prospectus Approval form). Two (2) weeks prior to the defense of the dissertation proposal, C&I Doctoral Studies (cidoc@unlv.nevada.edu) with the time, place, date, and title of your proposal. Pass the comprehensive exam and have the dissertation proposal approved. The student is ready for advancement to doctoral candidacy. Doctoral candidacy is a designation given to students who are ready for their dissertation (fill out Advancement to Doctoral Candidacy form). Student may now register for CIG 799, dissertation credits. Advancement to candidacy is a pre-requisite* for CIG 799. *see below Dissertation hours may be taken. Students must be advanced to candidacy prior to taking dissertation hours (CIG 799). However, students may enroll in 3 hours of CIG 799 during the same semester of being advanced to candidacy if the dissertation proposal defense is scheduled and held early in that semester. The criteria of early has been defined as no later than September 30 in Fall Semester and February 28/29 in Spring. Conduct a study and write a dissertation. (see Preparing the Dissertation) Defend dissertation to doctoral committee during an open dissertation defense meeting. Student must pass unanimously. Date of defense must be filed and posted in advance. ( time, place, date, and title of your dissertation to cidoc@unlv.nevada.edu). Fill out Oral Defense Results and Dissertation Approval forms. File for graduation. (fill out Application for Graduation form). 18

27 Financial Assistance Student Financial Services UNLV provides a wide variety of assistance to finance higher education expenses. Grants, scholarships, on-campus employment, and educational loans are available to help students meet their educational costs while attending UNLV. Students are encouraged to explore all possible resources*. Financial Aid Administrators are available to discuss the variety of resources available and to assist graduate students in the application process. For further information, contact Student Financial Services at or visit their website (see above). Also see the Graduate Catalog (p 30) for specific financial assistance programs. *Additional financial support may be sought through paid internships, which may count as part of the doctoral student s coursework. Graduate Assistantships assistantship positions are available on a competitive basis to students admitted to any graduate degree program. The nine-month stipend is currently $12,000 for doctoral-level assistantships plus health insurance, tuition, and fee waivers. The tuition waiver covers 85% of the per credit hour fee and the full amount of out-ofstate tuition. Graduate assistants must carry a minimum of 6 semester hours of credit and are expected to spend 20 hours per week on departmental duties such as instruction and/or research. International students whose graduate assistantship includes instructional duties (lecture, discussion groups, laboratory supervision, tutoring) must have received a successful grade on the Test of Spoken English (TSE) prior to assuming these instructional duties. Applications and all supporting materials must be sent to the dean of the Graduate College no later than March 1 preceding the fall semester in which an assistantship is sought. Applications may be accepted after this date in the event of an unexpected opening for the fall semester. In rare cases in which an assistantship is available for the spring semester, the application deadline is November 1. International Students The Office of International Students and Scholars assists international students and scholars to make smooth transitions into successful academic careers and social experiences while in the United States. Services provided include arrival information, advice on immigration matters, personal and academic counseling, and cultural programs. 19

28 Important Links and Resources: Office of Admissions Telephone: (702) Information on Exams Required for Admission TOEFL: GRE: The English Learning Center: Selecting a Program Chair and Committee It is the responsibility of the student to select a program chair and a program committee. The student should: Select a program chair whom the student considers to have compatible research and teaching interests and with whom the student feels there is the possibility of a comfortable, productive working relationship Ask a faculty member to serve as program chair only after discussing with the faculty member the student's and faculty member's interests and the faculty member's willingness to help the student develop a program of study Once the program chair has been selected, consult with the program chair about the composition of the student's committee, considering the research/teaching interests of the committee members, and the requirements of the Graduate College regarding the number of committee members Discuss with prospective committee members their interests and the willingness and abilities of the faculty members to consult with the student about a program of study. 20

29 Note that as the interests of the student and/or faculty change, or if faculty should leave the institution, there may be a need to select a new program chair and/or committee members. For reasons of professionalism and courtesy, this should be done only after discussion with potential new members and with those they will replace, and following the same procedures outlined above for the original selection of a program chair and a committee. Role of Program Chair The responsibilities of the program chair include the following: Recommend committee members to the Graduate College, with the advice and consent of the student. If changes in the committee membership are desired, they must be approved by the program chair and the committee member must be duly notified Guide the student in filing a program of study as soon as possible upon acceptance of this appointment. This should be done in consultation with the committee members before submitting it to the Graduate College. Guide the student in identifying course substitutions if necessary Guide the student to arrange periodic meetings with the program committee to assess the student s progress (typically at least yearly) Supervise the design of, and coordinate, the comprehensive examination Schedule an oral defense of the comprehensive examination within two weeks of the student's written examination. Selecting a Dissertation Chair and Committee It is the responsibility of the student to select a dissertation chair and a committee. The student should: Select a dissertation chair whom the student considers to have compatible research and teaching interests and with whom the student feels there is the possibility of a comfortable, productive working relationship Ask a faculty member to serve as dissertation chair only after discussing with the faculty member the student's and faculty member's interests and the faculty member's willingness to help the student complete a dissertation pursuant to the student's interest Once you selected a dissertation chair, consult with him/her about the composition of the dissertation committee, considering the research/teaching interests of the committee members, and the requirements of the Graduate College regarding the number of committee members Discuss with prospective committee members their interests and the willingness and abilities of the faculty members to consult with the student about the completion of a dissertation pursuant to the student s interests. 21

30 Note that as the interests of the student and/or faculty change, or if faculty should leave the institution, there may be a need to select a new dissertation chair and/or committee members. For reasons of professionalism and courtesy, this should be done only after discussion with potential new members and with those they will replace, and following the same procedures outlined above for the original selection of a dissertation chair and a committee. Co-Chairs A faculty member who has not yet chaired a doctoral committee (e.g., a new Assistant Professor) should identify an experienced co-chair before agreeing to serve in this role. Once the faculty member has successfully guided a doctoral student to completion of the Ph.D. or Ed.D. as a cochair, he/she may then serve as a chair of a student s committee. In addition, there may be instances where having co-chairs is advisable given a student s research interests, faculty schedule, and other circumstances. Role of Dissertation Chair The responsibilities of the dissertation chair include the following: Recommend committee members to the Graduate College, with the advice and consent of the student. If changes in the committee membership are desired, they must be approved by the dissertation chair and the committee member must be duly notified Supervise the formulation/writing of the candidate's proposal. The candidate should consult with the committee members for advice on the dimensions of the study; however, it is the responsibility of the dissertation chair, in conjunction with the candidate, to submit to the committee members an approved proposal Schedule an oral defense of the proposal no earlier than two weeks after the committee members have received a copy of the proposal. The oral defense should not be scheduled until: a) the candidate has passed the comprehensive examination; b) the proposal is in a form acceptable to the dissertation chair; and c) he/she feels the candidate can successfully defend the proposal Direct the candidate in carrying out the approved study and closely supervise the writing of the dissertation Schedule a final oral examination to defend the dissertation. This should not be scheduled until: a) the dissertation has been approved by the dissertation chair; i.e., it meets minimum standards (fidelity to the prospectus, conformity to APA style, readability, and accuracy of data presentation and analysis); and, b) he/she feels the candidate is prepared to defend the dissertation. 22