HANDBOOK (DRAFT UPDATE)

Transcription

1 DOCTOR OF EDUCATION IN CURRICULUM & INSTRUCTION (EDD C&I) Policies and Procedures of the Doctoral Degree Program HANDBOOK (DRAFT UPDATE) MAIN One West University Blvd, Brownsville, Texas, 78520, The University of Texas Rio Grande Valley Doctoral (Student) Handbook was initially modeled after the University of Houston, College of Education, Doctoral Policies, Procedures and Program Guides Revised April 2015 Page 1

2 PHILOSOPHY Created to nurture the pursuit of freethinking individuals, the University of Texas Rio Grande Valley (UTRGV) will embrace all discourse, convictions, and philosophies in order to stimulate academic innovation, ethical practices, and intellectual understanding. This commitment shall be embodied through the diversity of all who walk the campuses of the university, in a unified effort promoting scholarly works free of ideological intolerance, for the benefit of all humanity and in the spirit of the self-determination of this great republic. VISION The vision for The University of Texas Rio Grande Valley and College of Education Doctoral Program in Curriculum and Instruction includes: being a world leader in the integration of teaching and learning, advancement of the knowledge base through research and scholarship and leadership in service and outreach; providing students close contact with faculty that are both highly accomplished and educationally involved; offering a rich selection of courses with a theory-grounded exploration of key issues in educational practice; providing a wide variety of teaching, research, and professional development experiences; offering a distinctive approach to educational issues that combines rigorous intellectual inquiry with a close connection to professional practice. Those earning the Doctor of Education in Curriculum and Instruction will be outstanding scholars and research practitioners. The graduates will be recognized as stewards of knowledge by generating new knowledge, understanding the intellectual history of the field, using the best ideas and practices in current work, and representing that knowledge to others both within and outside the field. Graduates will have an obligation to their field in helping preserve the best while promoting change and improvement. Through its Doctoral Program the College will demonstrate its world leadership in preparing professionals who provide guidance and exemplary educational and related services to improve the lives of individuals in a changing and complex global society. MISSION The mission of the Doctor in Education Curriculum & Instruction Program is to create and promote a culture of excellence in scholarship and to prepare education and research practitioners of highest quality. The program will develop the knowledge; skills and dispositions that will enable the practitioner to achieve professional and organizational goals improve the productivity of their organizations and provide leadership, advocacy, and service to their communities and regions. STUDENT LEARNING OUTCOMES The Doctoral Program in Curriculum & Instruction is designed to prepare individuals with expertise to formulate and lead educational programs and organizations in higher education and corresponding entities. In addition, the program will enable candidates to teach in colleges and universities. SLOs match NCATE, SACS and THECB requirements. Revised April 2015 Page 2

3 Student Learning Outcomes provide for graduates to: lead and administer curriculum programs with a high degree of competence; supervise professionals and paraprofessionals in a variety of educational settings; using multiple assessment methodologies; develop, apply and evaluate assessments, curricular materials, and scientifically research based instructional methods; synthesize in-depth knowledge of major theories, philosophies, and current issues in curriculum; design, conduct, assess and evaluate qualitative and quantitative research studies in Curriculum and Instruction and in specialization areas; and analyze knowledge demonstrated by original research and scholarly contributions to the field of Curriculum and Instruction through publication and presentation of research findings at the local, state, regional, national and/or international levels. THE PROCESS OF DOCTORAL WORK A doctoral program covers several dimensions. Students should understand that they have to move and complete these dimensions one at a time. Although these dimensions seem to overlap students should not try to do all at the same time. In a doctoral program there are distinct reading, research, and writing processes that culminate in the Comprehensive Examinations and the Dissertation. These dimensions are: Program of Studies: Course work (in this program 57 SCH program courses and 9 SCH Dissertation), Comprehensive Examination: They will reflect how students bring all their course work together, understand scholarship and identify their own interests within a larger picture of educational inquiry. It has to be successfully completed before the Dissertation Proposal is started and before taking dissertation hours. Dissertation Proposal: Includes writing and successfully defending the Dissertation Proposal and obtaining IRB approval to proceed with the research. The Dissertation Proposal involves: statement of the research problem, an outline of the literature review and/or theoretical framework, methodology or research design. Dissertation: This includes: Research in the field data collection, analysis of data, findings (which will last at least one full semester). Writing the dissertation (which usually requires at least one full semester or more). Oral Dissertation Defense. During the initial courses students receive an orientation on the expectations and goals of research, the process of research, field work, how to use e-library resources, and the reading process. Students will also be informed on how to form a doctoral committee, the role of the committee, the writing process which will include several revisions, the APA Manual use, ethics and responsibilities of a student/scholar/researcher, plagiarism, and net-etiquette when sending professional s. The handbook provides guidelines and procedures to assist students going through the program. The doctorate is often referred to as a terminal degree, but it is actually the beginning and the gate to the academic future of the graduate. Revised April 2015 Page 3

4 Submit Changes and Suggestions to Dr. Peter Gawenda Director Doctorate in Education, Curriculum and Instruction or Tel: , MAIN Table of Contents PHILOSOPHY... 2 VISION... 2 MISSION... 2 STUDENT LEARNING OUTCOMES... 2 THE PROCESS OF DOCTORAL WORK... 3 TABLE OF CONTENTS EDD C&I DEGREE PROGRAM... 8 INTRODUCTION... 8 EDUCATIONAL OBJECTIVES OF DOCTOR OF EDUCATION PROGRAM... 8 POLICIES, PROCEDURES AND PROGRAM HANDBOOK... 8 ADMISSIONS... 8 ADVISOR ASSIGNMENT COHORT CONCEPT DEGREE PLAN/COURSEWORK RESIDENCY RESEARCH PAPER COMPREHENSIVE EXAMINATION (ADVANCEMENT TO CANDIDACY EXAMINATION) DISSERTATION RESEARCH COMMITTEE DISSERTATION PROPOSAL AND INSTITUTIONAL REVIEW BOARD (IRB) CANDIDACY (ADVANCEMENT TO ) DISSERTATION GRADUATION SPECIAL REQUIREMENTS Revised April 2015 Page 4

5 CURRICULUM COURSE DESCRIPTIONS TRANSFER OF CREDIT POLICY ARRANGEMENTS FOR NON-TRADITIONAL STUDENTS GRADUATE ASSISTANTSHIPS DEADLINES GRADUATE STUDENTS RIGHTS AND RESPONSIBILITIES GPA (MAINTAINING 3.25) THREE-C RULE & GRADE OF "F" MONITORING DOCTORAL STUDENT PROGRESS FINANCIAL RESPONSIBILITY HOUR DOCTORAL CAP LEAVES OF ABSENCE GRIEVANCE POLICY AND PROCEDURES GENERAL ADMISSIONS INTERNATIONAL STUDENTS STUDENT PAYMENTS PAYMENT BY INSTALLMENTS COURSE GRADING SYSTEM FORMS AND CHECKLISTS APPLICATION CHECKLIST REGISTRATION READMISSION OF FORMER GRADUATE STUDENTS Revised April 2015 Page 5

6 DOCTORAL PROGRAM OF STUDY FORMS CHANGE OF SPECIALIZATION OR CHANGE OF SEQUENCE COMPREHENSIVE EXAMINATION CHECKLIST DISSERTATION TOPIC & PROSPECTUS, CHECKLIST DISSERTATION PROPOSAL CHECKLIST STUDENT S DISSERTATION COMPLETION CHECKLIST ADMISSION TO DEGREE CANDIDACY CATALOG APPLICABILITY AND TIME LIMITS GRADUATION REQUIREMENTS GRADUATION CHECKLIST PROCEDURES CHECKLIST FOR ON-CAMPUS AUTOMATED SERVICES OBTAINING A UTRGV GRADUATE STUDENT ID WEBMAILSERVICES TELEPHONE REGISTRATION ONLINE ACCESS PROGRAM OF STUDY (POS) CHECKLIST CHECKLIST FOR REGISTRAR'S OFFICE PROCEDURES GRADE CHANGES ADD/DROP CLASSES COURSE SUBSTITUTIONS TRANSCRIPT REQUEST PROCEDURES CHECKLIST FOR OBTAINING FINANCIAL ASSISTANCE PROCEDURES CHECKLIST FOR IMMEDIATE ON-CAMPUS SERVICES Revised April 2015 Page 6

7 PARKING PERMIT COPY/PRINT-CARD APPENDICES APPENDIX #1: FIVE YEAR PROJECTION OF COURSE OFFERINGS APPENDIX #2: GENERAL SCHEDULE FOR A COHORT APPENDIX #3: DOCTORAL PROGRAM OF STUDY (GENERIC POS) APPENDIX #4a: PETITION TO CHANGE THE SPECIALIZATION APPENDIX #4b: PETITION TO CHANGE THE POS, REDUCTION OF ATTENDANCE, OR STOP OUT APPENDIX #4c: NOTIFICATION OF DROPPING OUT OF PROGRAM APPENDIX #5: DOCTORAL DISSERTATION COMMITTEE FORM APPENDIX #6: COMPREHENSIVE EXAMINATION APPLICATION APPENDIX #7: APPLICATION FOR DEFENSE OF THE DOCTORAL DISSERTATION PROPOSAL OR THE DISSERTATION APPENDIX #8: DISSERTATION PROPOSAL & APPROVALFORM APPENDIX #9: GRADUATION APPLICATION DOCTORAL DEGREE APPENDIX #10 DESCRIPTIONS OF THE EDD C&I C&I SPECIALIZATIONS APPENDIX #11 MILESTONES AGREEMENT FORM APPENDIX #12 THE IRB-HUMAN SUBJECTS APPENDIX #13 INTERNATIONAL STUDENTS APPENDIX #14 DISSERTATION PROCESS APPENDIX #15 KEY ASSESSMENT DOCTORAL COMPREHENSIVES APPENDIX #16 GRADING RUBRIC FOR THE DISSERTATION ALPHABETICAL TABLE OF CONTENTS Revised April 2015 Page 7

8 EDD C&I DEGREE PROGRAM Specializations of the Doctor of Education (Ed. D. Degree) in Curriculum and Instruction a. Bilingual Studies b. Early Childhood Note: The Specializations c. Educational Technology are not offered annually d. Higher Education Teaching they are offered according e. Science Education to demand only. f. Math Education g. Literacy INTRODUCTION This document summarizes the Doctor of Education, Curriculum and Instruction policies and procedures, but it is not a substitute for official policies. The purpose of this handbook is to provide a guide for all Doctor of Education candidates regarding important procedures. It describes the minimum requirements for admission and attendance. This handbook is designed to be used with the official Graduate Catalog at The University of Texas Rio Grande Valley reserves the right to change any provisions within this handbook without notifying the individual students. Every effort will be made to keep students advised of changes; however, it is essential that each student assume responsibility to stay informed about current requirements. It is the students responsibility to be thoroughly familiar with all regulations affecting their program. The Handbook is up-dated on a regular basis and can be viewed on UTRGV s website. EDUCATIONAL OBJECTIVES OF THE DOCTOR OF EDUCATION PROGRAM The Doctor of Education in Curriculum and Instruction (EDD C&I) prepares educators to assume leadership positions in institutions of higher education, local, regional, and independent school districts at multiple levels. The Doctor of Education in Curriculum and Instruction at The University of Texas Rio Grande Valley provides school districts throughout Texas and nationwide with individuals who have sufficient and specific expertise to formulate and lead P-16 programs. In addition, the degree enables successful candidates to teach and work in colleges, universities and education related entities, many of which are faced with a shortage of qualified faculty and educational technologists. To this end, the degree provides a qualified pool of educators for institutions of higher education and corresponding entities throughout Texas, the nation, and foreign countries. POLICIES, PROCEDURES AND PROGRAM HANDBOOK This document outlines the policies and procedures applicable to the Doctor of Education in Curriculum and Instruction (EDD C&I) to be awarded at The University of Texas Rio Grande Valley. The program is chartered by the Texas Higher Education Coordinating Board (THECB) and accredited by SACS and CAEL. It is housed in the College of Education. The intent of this handbook is to provide doctoral students and faculty with a comprehensive presentation of degree requirements and administrative obligations in chronological fashion. ADMISSIONS Standards for admission to the Doctor of Education in Curriculum and Instruction (EDD C&I) are based on multiple sources of evidence of an applicant s qualifications, commitment to the program, and are Revised April 2015 Page 8

9 comparable to those for doctoral programs in other disciplines and for Curriculum and Instruction in other universities. All applicants must hold a baccalaureate and a master s degree from a regionally accredited U.S. institution or a recognized international equivalent plus have three years of teaching experience (the tracks in Educational Technology and Higher Education Teaching do not have the teaching requirement). The Doctor of Education program does not allow a candidate to go directly from a baccalaureate degree to the doctoral program. Each year* starting in October (for Fall of the following year) an Application Procedures pamphlet is available at the College of Education, and the Office of the Director of the Doctor in Education Curriculum and Instruction Program. Interested individuals will need the following to begin the admission process: Complete an application by the deadline of March 1 st of the year when the new Cohort is scheduled: The university application fee of $85 ($100 for International Applicants) can be paid online by credit card or electronic check (in the online application). All application fees are non-refundable. Verification of a master s degree in Education or related field and GPA of 3.25 or higher on all graduate coursework (contained in transcript). Official transcripts from each institution attended (must be submitted by the institutions directly to The University of Texas Rio Grande Valley, The Graduate College, Marialice Shary Shivers Bldg , 1201 W. University Drive, Edinburg, TX ). Statement of professional goals (500 Words) to be uploaded. Resume including educational background and work experience to be uploaded. **Documentation of 5 years of experience in education or related field, of which 3 years must be classroom teaching experience to be uploaded. Submission of 3 professional letters of recommendation from individuals with first-hand knowledge of applicant s professional qualities and scholarly potential with reference forms (attachment #1 at this document) to be uploaded or submitted to UTRGV by the writer of the reference letters and reference forms. GRE General Test to be sent to UTRGV by Testing Service. GRE Score: Must be current, no older than 5 years at time of admission into the program. Please arrange to take the GRE in a timely manner so that your scores will arrive at UTRGV before the application deadline. Allow at least four to six weeks prior to the application deadline. Late GRE Scores will not be accepted. Official scores must be on file with the UTRGV Testing Office. Additional requirements for domestic applicants who have attended foreign universities: TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer based, or 79 on internet-based for the TOEFL; 6.5 for the IELTS. For TOEFL exempt countries, other exemptions, and other important information refer to Attachment #6, International Students. English translation of educational records. Transcript Evaluation by the Foreign Credentials Service of America (FCSA). Students can send a copy of their transcript directly to the FCSA Please refer to Attachment #6, International Students, for additional information. Additional requirements for international applicants - Please refer to Attachment #6, International Students All final Candidates for admission will be required to participate in the following: An interview with the Faculty Selection Committee. * An additional Enrollment period is planned for the Spring semester. The Application deadline will be on September 1 of the previous year. **This may be substituted by relevant professional experience. Revised April 2015 Page 9

10 Writing samples (in English). Candidates will write a reaction paper on site (or timed via computer). A rubric will be available in advance so applicants will know how the samples will be reviewed. Note to Applicants: The Doctor of Education in Curriculum and Instruction (EDD C&I) is offered with specializations in Bilingual Studies, Educational Technology, Higher Education Teaching Early Childhood, Literacy, Math Education and Science Education. Preference for the specializations will be given to individuals who can demonstrate strong backgrounds in these specializations in the following areas: o Master s Degree (including Candidacy Paper and/or Thesis) o Interview Process o Professional experience o Scholarly accomplishments Admission will be considered for applicants who do not meet the customary GPA/GRE or other requirements but whose credentials indicate a good probability of success in doctoral-level study. To be considered for admission, the student must complete an on-line application at Documents not up-loaded with the application have to be submitted to The University of Texas Rio Grande Valley, The Graduate College, Marialice Shary Shivers Bldg , 1201 W. University Drive, Edinburg, TX ) by May 1 (for Fall) of the academic year the student wants to start the program (or September 1 for Spring of the following year the student wants to start the program). A review committee comprised of faculty members from the College of Education will decide on the admission to the Doctor of Education program. Applicants will be notified by June 1 or December 1) of the application results. ADVISOR (MENTOR) ASSIGNMENT The student, upon admission to the program, is assigned to an advisor from the specialization area that the student is applying for. The Advisor has to agree to work with him/her. The student is also notified if leveling courses are required. Change of Advisor may be requested by letter or . Upon acceptance the students become members of the Doctor of Education C&I Cohort for the following academic year. COHORT CONCEPT The new class of doctoral students, the Cohort, is intended to be a cohesive, supportive, interactive group of individuals engaged in intellectual inquiry with each other, their professors, and selected educational practitioners. The courses, seminars, field experiences, and other academic opportunities offered within the program are the vehicles through which this intellectual inquiry takes place. Each member is required to participate in activities and to contribute as a member of this community of scholars. The Cohort proceeds as a group through a sequence of coursework, and research endeavors. Approval of a change from this policy and/or a leave of absence may be made only upon written request by the candidate to the advisor, the Specialization Coordinator, and the Program Director. The Program Director, with faculty advisor and Specialization Coordinator input, reserves the right to approve or disapprove the request. DEGREE PLAN/COURSEWORK A minimum of fifty-seven (57) semester hours of post-master s degree coursework, plus nine (9) semester hours of dissertation are required for the Doctor of Education in Curriculum and Instruction at The University of Texas Rio Grande Valley. Courses at the 6000, 7000 and 8000 level may be applied toward the degree with approval of the faculty advisor, the Specialization Coordinator, and the Program Director. The majority of the coursework will be at the 8000 level. The Plan of Studies (POS) will be developed Revised April 2015 Page 10

11 jointly by the student and faculty advisor, with approval of the Specialization Coordinator, Program Director, Dean of the College of Education, and submitted to the Dean of the Graduate College. Forms for the DOCTOR OF EDUCATION IN CURRICULUM AND INSTRUCTION PROGRAM OF STUDY (POS) are contained in the College of Education Website under the title PROGRAMS OF STUDY, DOCTORATE PROGRAMS. The Program of Study (POS) will be structured as follows: Research 12 SCH Specialization 15 SCH Dissertation 9 SCH C&I Core Courses 21 SCH Electives 9 SCH A maximum of nine (9) semester credit hours of relevant coursework may be transferred into the doctoral program and applied to the degree plan as electives. No course with a grade lower than B may be transferred. All transfer courses must be approved by the faculty advisor and the Program Director. Courses that were used for another degree cannot be transferred. All requests for transfer of doctoral level courses from other accredited Institutions (i.e. in Research, C&I, and Specialization) must be accompanied by the original Syllabi. Courses may not be older than ten (10) years at graduation. In order for students to be exposed to diverse teaching/learning styles and experiences students are encouraged to take as many different professors as possible. The advisers will assist the students in the selection of courses. RESIDENCY Each student must satisfy the residency requirement. The residency requirement will be fulfilled by Doctor of Education students successfully completing 27 semester credit hours at The University of Rio Grande Valley. This requirement is in line with guidelines set by the Texas Higher Education Coordinating Board (THECB). RESEARCH PAPER A research paper (APA style most current edition) demonstrating competence in conceptualizing, implementing, and reporting a small research study as part of one of the following research courses is required: Required Research Courses: EDFR 8300 Research Methods in Education EDFR 8301 Qualitative Research EDFR 8302 Quantitative Research Elective Research Courses: EDFR 8303: Advanced Qualitative Research EDFR 8304: Advanced Quantitative Research EDFR 8305: Program Evaluation EDFR 8306: Multivariate Analysis in Educational Research EDFR 8307: Selected Topics in Research COMPREHENSIVE EXAMINATIONS (Advancement to Candidacy Examinations) To be eligible for the comprehensive examinations, the student must have achieved advancement to candidacy. Revised April 2015 Page 11

12 Description: The UTRGV doctoral comprehensive examination consists of three written examinations, each one pertaining to a specific area or topic that is addressed in a doctoral-level education course. To allow a more comprehensive picture of what the students know, the questions are drawn from the program content areas of Research Applications (i.e., EDFR 8300 Research Methods in Education, EDFR 8301 Qualitative Research, or EDFR 8302 Quantitative Research and Research Electives), from the Core (i.e. the EDD C&I. Program s Curriculum Core), and from the areas of Specialization (i.e., Bilingual Studies, Early Childhood, Educational Technology, Higher Education Teaching, Literacy, Math Education and Science Education) If two questions are chosen, Research or C&I can be combined with the Specialization. The comprehensive examination questions are developed by the lead faculty in the areas of Research, C&I and the seven Specializations in cooperation with the students faculty advisors. Thus at least three different full-time faculty members in the College of Education will participate in writing the questions. The scoring of each student s answers will be conducted by at least two or three instructors (first and second reader, and a third if disagreement about the grading exists between the first two readers). Usually, the first, second and (tentative) third reader have written the questions for each of the three Comprehensive Examination areas. In each administration the same C&I and Research question is given to every Cohort member and the same specialization question is given to each member of the specialization group in a Cohort. Additional Comprehensive Examinations maybe scheduled if students complete their program courses in a fall semester or if students have to retake individual portions of an examination. The examination will be conducted on two days: One part of the Comprehensive Examination is scheduled on Friday (afternoon) and two parts on the subsequent Saturday (morning and afternoon). Although students are encouraged to start collecting research materials and writing their dissertation proposal when attending Research and Specialization courses they may not defend their dissertation proposal until they have passed their Comprehensive Examination. Procedures Approximately two to three months prior to taking the comprehensive examination, faculty who will write the questions are appointed. Approximately at that time students must apply for their comprehensive examination. The Director of the EDD C&I Program sets the dates for spring and fall. Students may use the form attached to this document (Appendix #6) and submit it to the Director of the program for processing. Comprehensive examinations are conducted in spring, summer, and fall semesters as needed. Approval to Take the Comprehensive Examination After the student applies for the comprehensive examination, the Office of the Director of the EDD C&I checks to determine if the student has met all requirements to take the examination. A letter or is then sent to the student indicating approval to take the examination, along with the date, time, and location of the examination. Grading of the Examination Revised April 2015 Page 12

13 Within five working days after the student completes the comprehensive examination, the Office of the Director of the EDD C&I will send the student s examination responses to the advisor and to the faculty members who wrote the questions. The faculty members are responsible for grading the examinations and returning the grades and responses back to the director within 15 working days. Grading is conducted blind (i.e. student names are replaced by codes at the Department Office), with faculty members evaluating each area. The results of each individual question of the comprehensive examination will be one of the following: The grading system for each question will consist of the following ratings (0 to 2 are NCATE Assessments): 2 - On Target (a) High Pass, A = (b) Pass, B = Met with Weakness (c) Low Pass C = (d) Oral Defense Required D = : Not Met (e) Fail (Retake Exam/Section) F = In case of the Oral Defense Required the faculty member who graded the question and the student s advisor or another faculty member from the student s examination committee will meet the student and listen to the student elaborate his/her response(s) to the question(s). The two faculty members will decide on the final grade for that question within 10 working days after the oral defense. If a student has passing grades in all three answers he/she can immediately continue with the Dissertation and enroll in a Dissertation Course. If a student fails any of the three questions, he/she must retake a similar question (or questions) from the same general area(s) within the next academic year. Students have two opportunities to pass all three questions from the exam. Should the student fail any portion of the comprehensive examination a second time, the student shall not be eligible for a doctoral degree in Education at The University of Texas Rio Grande Valley. Notification of Examination Results The results of the examination will be recorded by the Director of the program and submitted to the Dean of the Graduate College. Revised April 2015 Page 13

14 DISSERTATION RESEARCH COMMITTEE As soon as the student is exploring ideas what his/her research/dissertation will be about, the student shall approach a faculty member of the College of Education with expertise in his/her selected specialization area asking for agreement that he/she will act as advisor and chairperson (or co-chair) of the student s dissertation research committee. The candidate, in cooperation with the Dissertation Research Committee Chair, will assemble a dissertation research committee (i.e. ask faculty with the approval of the Chair to participate as committee members). The Director of the EDD C&I Program will appoint the Chair and the Committee. The candidate s committee has the responsibility of supervising the preparation of the dissertation. The membership of the committee consists of three to four members, all of whom must hold graduate faculty status at The University of Texas Rio Grande Valley. At a minimum, the composition of the dissertation research committee will be as follows: 1. A Chair (or two co-chairs) from within the College of Education holding graduate faculty status and one with expertise in the specialization area to which the student has been accepted. 2. Two faculty members within the College of Education holding graduate faculty status. 3. Students have the right to petition for a fourth member for their committee. It is the responsibility of the student to provide the chosen individual s curriculum vitae and a letter from that individual acknowledging interest in participating in the process. The fourth member may be external (i.e. from another UTRGV School or College or another graduate degree granting Institution). Committee members who are leaving UTRGV employment or are retiring cannot continue to serve as regular committee members or chair. They have to be approved as external members. The Application for Dissertation Committee form (Appendix #5) must be completed and filed with the Program Director well in advance of the proposal defense. The form is also available on the program Website. DISSERTATION PROPOSAL AND INSTITUTIONAL REVIEW BOARD (IRB) The candidate for the Doctor of Education develops a dissertation proposal (in APA style, most current edition) under the supervision of the committee chair with inputs from all other committee members. Individual faculty members may review and comment on hard copy or by . Please refer to the program Website for a link to the IRB: research.compliance@utb.edu. The student must have received the approval of the Dissertation Chair, the Specialization Coordinator, and the EDD C&I Program Director prior to the oral defense of the dissertation proposal. By the time of the defense the student has the drafts of the first three chapters of his/her dissertation completed. The proposal is usually supported by a power-point presentation. After successfully defending the Dissertation Proposal the student must submit the proposal to and request permission by the IRB to start the Dissertation. Every dissertation involving human subjects must have approval of the Institutional Review Board (IRB) prior to the start. The APPLICATION FOR THE DEFENSE OF THE PROPOSAL (APPENDIX #7) is filed with the Office of the EDD Program Director that will arrange the location of the defense. A subsequent memo announcing the date, time and place of the defense is distributed to COE faculty at least ten (10) working days prior to the oral defense. A draft of the dissertation proposal is filed with the Office of the EDD Program Director. A copy of the letter of approval from the IRB will be filed with the Office of the EDD Program Director as soon as it is received by the student. The student orally defends the proposal before the Dissertation committee. The Dissertation committee shall conduct no defense if a member is not available. A committee member may participate in Revised April 2015 Page 14

15 the proposal defense via telephone or video-conference if necessary. The committee may approve the proposal as presented, approve contingent upon changes and enhancements, or disapprove the proposal and schedule a new defense. All members of the research committee must be in agreement regarding the quality of the proposal. Only when the student has implemented all changes suggested by the committee and the proposal is certified by the Dissertation Chairperson, he/she shall send the APPROVAL form (APPENDIX #8) to the Program Director and the TLI Department Chair announcing the results of the dissertation proposal defense. The Director and the Chair will give final approval. ADVANCEMENT TO CANDIDACY To be advanced to candidacy, the student must have: a) completed Leveling Courses (if such courses are required), b) completed required coursework (i.e. 57 SCH without the Dissertation Courses), c) passed the Comps, d) successfully defended the Dissertation Proposal, e) filed an approved Program of Study (POS) having removed all incomplete grades, f) maintained at least a 3.25 grade point average, and successfully completed the research paper, g) completed/defended the IRB proposal h) DISSERTATION As the dissertation is written, it can be posted by the student with the Dissertation Committee s Chair approval on his/her Website (if it has been established) or provide hard copies so that committee members can monitor progress and provide feedback throughout the entire process. Once enrolled for dissertation credit, the student must be continually enrolled until the completion of the dissertation. If needed, after completion of the 9 dissertation hours, students can fulfill the continuous enrollment requirement by enrolling in EDCI 8391 every semester until the dissertation is completed. During the Dissertation courses, the student will receive a PASS until the Dissertation is completed. The dissertation defense is open to all members of the university community. The dissertation committee chair notifies the Office of the EDD C&I Program Director at least ten (10) working days in advance of the date, time, and location of the final oral defense, and submits to the Office of the EDD C&I Program Director the APPLICATION FOR THE DEFENSE OF THE DISSERTATION (also APPENDIX #7), two written copies of the dissertation to be defended. The Program Director will provide a copy of the written dissertation to the Dean of the Graduate College who will assign a UTRGV Graduate Faculty member, from outside the College of Education, to represent the University during the Dissertation Defense. The dissertation committee and the University s representative constitute the dissertation defense committee. A Website posting and an will be the means for communicating this information to the college and the university community. The Dissertation Committee will not conduct an oral defense if a member is not available. One committee member may participate in the proposal defense via telephone or video conference if necessary. Both the quality of the written dissertation and the candidate s oral defense will be evaluated by the Dissertation Committee. The student will revise the dissertation to include all suggestions for improvement that were made during the defense. If approved, the dissertation is signed by all Dissertation Committee members. Only when the student has implemented all changes suggested by the committee and certified by Revised April 2015 Page 15

16 the chair, the dissertation is delivered with the APPROVAL form (also APPENDIX #8) to the Office of the EDD C&I Program Director. The student has the opportunity to have the Dissertation bound through the Library if he/she so desires. GRADUATION A student has a maximum of ten years from the date of first entry into the doctoral program to complete the degree. Under special, documented circumstances, an extension for an additional year may be granted. If a student exceeds the ten year limit, the Dissertation Committee will determine if the student will be permitted to continue and what additional coursework and/or activities will be required to complete the degree. The student must file the form (Appendix #9) with the Office of the Graduate College in accordance with university policy. Please refer to the University Calendar for deadlines. The Dean of the Graduate College must approve the graduation of the candidate for the Doctor of Education in Curriculum and Instruction. The Office of the Graduate College will review the academic record of the candidate to ascertain that all degree requirements have been met and forward the student s name and degree information to the Registrar and Provost. SPECIAL REQUIREMENTS All candidates for the Doctor of Education must complete EDCI 8380 Dissertation I, EDCI 8390 Dissertation II and 8391 Dissertation III, in three different semesters. If a student needs more than nine dissertation credits continuous enrollment is required until the dissertation is completed. After completion of EDCI 8391, the candidate must enroll in EDCI 8191 every semester until the doctorate is completed. A student must successfully complete the Program Courses, 57 semester credit hours, (except Dissertation Courses) prior to taking the Comprehensive Examination. The major part of the Comps will entail a written assessment, designed by a group headed by the candidate s Specialization Coordinator. The group consists of up to six faculty members. This examination requires the student to demonstrate deep knowledge of Research, understanding C&I, and detailed comprehension of the specialization area. Although the Program of Study suggests a four-year program, a student has a maximum of ten years to complete the EDD C&I. The successful defense of the dissertation and completion of all requirements lead to the award of the Doctor of Education in Curriculum and Instruction from UTRGV. Students have to purchase the TK 20 for the EDD C&I Program. It will be used in the majority of courses. Revised April 2015 Page 16

17 CURRICULUM The Program of Study of the Doctor in Education is as follows: 1. Leveling Courses Prior to entering the proposed doctoral program, all students must have completed a master's program in education or a related field and three graduate semester credit hours in introductory educational research that may be part of the master's program. Other courses to provide needed background may be required upon review and design of the Program of Study (POS) with an advisor. Leveling courses are individualized to the needs of each student. Bilingual Studies Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Elective 3 Select one course from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 BILC 8340: History, Politics, and Models of Bilingual Education 3 BILC 8341: Bilingualism and Second Language Acquisition 3 BILC 8342: Content Area Instruction in Bilingual Programs 3 BILC 8343: Literacy and Biliteracy Development 3 BILC 8344: Language Use in Bilingual Classrooms 3 Designated Elective 9 BILC 8345: Seminar in Bilingual Studies 3 BILC 8346: Issues and Assessment in Bilingual/ESL Programs 3 BILC 7362: Principles of Curriculum Development in Dual Language and ESL Classrooms 3 Capstone Requirement Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 Revised April 2015 Page 17

18 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) *Students will continuously enroll in this course until they complete their Dissertation. Written Comprehensive Exam Dissertation Defense Total graduate hours required for degree: 66 Early Childhood Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Elective 3 Select one course from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 ECED 8350: Advanced Theories in Early Childhood Education 3 ECED 8351: Research in Early Childhood Education 3 ECED 8352: Advanced Curriculum in Early Childhood Education 3 ECED 8353: Families, Schools and Community Partnerships 3 ECED 8354: Leadership in Early Childhood Education 3 Free Electives 9 Chose 3 courses from the following: EDCI 6325: ESL for International and Intercultural Settings 3 EDCI 6336: Problems in Education 3 ECED 6301: Major Theories in Early Childhood Education 3 ECED 6302: Instructional Planning/Curriculum Development for the Early Childhood Classroom 3 ECED 6307: Emergent Literacy in Early Childhood Education 3 ECED 6310: Problems in Early Childhood Education 3 Capstone Requirement Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 Revised April 2015 Page 18

19 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) *Students will continuously enroll in this course until they complete their Dissertation. Written Comprehensive Exam Dissertation Defense Total graduate hours required for degree: 66 Educational Technology Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Elective 3 Select one course from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 EDTC 8371: Theories and Practices in Effective On-Line Pedagogy 3 EDTC 8372: Advanced Instructional Design 3 EDTC 8373: Evaluation and Assessment in Instructional Technology 3 EDTC 8374: Course Management and Instructional Systems in K-16 3 EDTC 8375: Trends in Educational Technology K-16 3 Designated Electives 9 Chose 3 courses from the following: EDTC 6320: Instructional Technology 3 EDTC 6321: Instructional Design 3 EDTC 6323: Multimedia/Hypermedia 3 EDTC 6325: Educational Communications 3 EDTC 6329: Selected Topics in Educational Technology 3 Capstone Requirement Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) Revised April 2015 Page 19

20 *Students will continuously enroll in this course until they complete their Dissertation. Written Comprehensive Exam Dissertation Defense Total graduate hours required for degree: 66 Higher Education Teaching Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Elective 3 Select one course from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 EDFR 8380: Comparative Higher Education 3 EDFR 8382: History and Philosophy of Higher Education 3 HIED 8381: Advanced Human Learning and Motivational Development 3 HIED 8383: Higher Education Equity, Inclusion, and Diversity 3 HIED 8384: Current Issues in Higher Education 3 Free Electives 9 Chose 3 courses from the following: EDCI 7336: Topics in Higher Education (may be repeated three times with different content) 3 EDUL/HIED 8340: Higher Education Law 3 EDUL/HIED 8341: Student Affairs in Higher Education 3 EDCI 6336: Problems in Education 3 Capstone Requirement Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) *Students will continuously enroll in this course until they complete their Dissertation. Written Comprehensive Exam Revised April 2015 Page 20

21 Dissertation Defense Total graduate hours required for degree: 66 Literacy Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Electives 6 Select from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 RLIT 8370: Literacy Research, Assessment and Theory 3 RLIT 8371: Transnational and Border Literacies 3 RLIT 8372: Traditional and Digital Literacies 3 RLIT 8373: Critical Literacies 3 RLIT 8374: Literacy Policy and Leadership 3 Free Electives 6 Select from the following: RLIT 6300: Foundations of Reading and Digital Literacies 3 RLIT 6301: Digital Literacies and Reading for Young Children 3 RLIT 6302: Adolescent Digital Literacies and Reading 3 RLIT 6303: Diverse Learner Digital Literacies and Reading 3 RLIT 6305: Conducting Literacy Research 3 RLIT 6306: Assessment in Digital Literacies and Reading 3 RLIT 6307: Sociocultural Foundations of Literacy 3 RLIT 6308: Digital Literacies and Reading Leadership 3 RLIT 6310: Children s and Adolescent Literature 3 RLIT 6311: Crossing Borders with Literature for Young People 3 RLIT 6313: Literacy Development and Language Study 3 RLIT 6320: Writing in the Reading Classroom 3 RLIT 6330 Teaching Struggling Readers 3 Capstone Requirement Revised April 2015 Page 21

22 Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) *Students will continuously enroll in this course until they complete their Dissertation. Written Comprehensive Exam Dissertation Defense Total graduate hours required for degree: 66 Mathematics Education Specialization Required Research Courses 9 EDFR 8300: Research Methods and Design 3 EDFR 8301: Qualitative Research 3 EDFR 8302: Quantitative Research 3 Designated Research Elective 3 Select one course from the following: EDFR 8303: Advanced Qualitative Research 3 EDFR 8304: Advanced Quantitative Research 3 EDFR 8305: Program Evaluation 3 EDFR 8306: Multivariate Analysis in Educational Research 3 EDFR 8307: Selected Topics in Research 3 Curriculum & Instruction Core 21 EDCI 8320: Advanced Curriculum Design and Development 3 EDCI 8321: Adult Learning Strategies 3 EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education 3 EDCI 8323: Advanced Models of Teaching 3 EDCI 8324: Literacy Across the Curriculum 3 EDCI 8325: Mentoring and Professional Development 3 EPSY 8318: Advanced Human Development and Cognition 3 Specialization 15 EDCI 7360: Teaching and Learning Space, Dimension and Measurement Concepts 3 EDCI 8361: Theories of Learning and Teaching Mathematics 3 EDCI 8362: Assessing Cognitive, Conceptual and Fluency Structures Related to Learning & Teaching Mathematics 3 EDCI 8363: Teaching and Learning Mathematics with Diverse Learners 3 EDCI 8364: Teaching and Learning Data Analysis and Probability 3 Designated Electives 9 EDCI 7353: Teaching and Learning Algebraic Concepts 3 EDCI 6336: Problems in Education EDCI 8350: Selected Topics in Science Education 3 3 Capstone Requirement Dissertation 9 EDCI 8380: Dissertation I 3 EDCI 8390: Dissertation II 3 EDCI 8391: Dissertation III 3 *EDCI 8191: Dissertation IV (1) Revised April 2015 Page 22