Phd Policies Procedures

PH.D. POLICIES AND PROCEDURES FOR ADMINISTERING THE DOCTOR OF PHILOSOPHY DEGREE IN EDUCATION within the Graduate School

College of Education and Human Services Southern Dlinois University Carbondale, Dlinois (Revised 10/07)

r The purpose of this document is to outline for the Ph.D. student in the College of Education and Human Services those steps one should follow in completing the program. Included are policies and procedures, which directly or indirectly affect the student and the faculty. This document is not intended to replace or duplicate information available in the Graduate Catalog or other university publications but to supplement these sources with procedural details. The organization of the document in general follows the normal chronological sequence of events from admission to the program to the final awarding of the degree.

1. Application and Admission

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A. Application to the Graduate School The application form for admission to the Graduate School may be obtained from any department in the College of Education and Human Services and should be returned to that department along with one official copy of transcripts from all schools attended. This will include a $45 non-refundable application fee.

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B. Application to the Department The application for admission to the Ph.D. concentration is obtained from the appropriate department in the College of Education and Human Services. When all application materials have been received, the department will review the documents and make a recommendation to the Dean of the College of Education and Human Services. C. Admission to the College of Education and Human Services The final admission recommendation is made to the Graduate School by the Dean of the College of Education and Human Services, who will inform the student whether she/he has been recommended for acceptance or rejection. If accepted, the student should contact the depqrtmental representative of the appropriate concentration, who will assist the student in establishing a doctoral committee.

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2. Doctoral Committee A.

Rules GoverninQ

Formation

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doctoral committee

should be established as soon as possible after the student has some familiarity with the research interests of the faculty and some idea of the student's possible dissertation area. It is recommended that the student's committee be established by the end of the second semester of active course work on campus. B. Selection Procedures 1. The student and the concentration representative should select a committee chairperson; then the student should contact the prospective chairperson to learn whether the faculty member will accept the chair. 2. Once a chairperson has been selected, the student and chairperson should select the remaining committee members. Again, it is the responsibility of the student to personally contact each prospective member to make sure of the availability and willingness of the faculty member to serve on the committee. C. Distribution of Committee MembershiD 1. The doctoral committee shall consist of a minimum of five graduate faculty members. 2. The chairperson and at least two other committee members shall be graduate faculty members in. the student's approved academic concentration, and the chairperson must have Graduate School approval to chair doctoral committees. 3. One member of the committee must come from outside the College of Education and Human Services. D. Functions of the Committee 1. Develop and approve a program of study for the 3

student. The student's program should be completed and certified by the committee no later than the end of the second semester of active enrollmentin graduate courses following formaladmissionto the program. Allmembers of the doctoral committee must approve the student's programof study beforeit is submitted for final approval. Four copies of the program shouldbe submittedto the Deanof the College of Education and Human Services.

2. Annuallyevaluatethe progressof the student in the planned program. The entire committee shouldmeet as a groupto evaluatethe student. 3. Certifythat the student is ready to take the preliminaryexamination. 4. Within the framework of the concentration policy,monitorthe preliminaryexaminationso it is consistent with the policies of the concentrationand the department.

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5. Certifythe student's advancementto candidacy. 6. Approve the student's dissertation topic and prospectus. 7.

Guide the student through the writing of the dissertation.

8. Conductthe student's finaloral examination. 9. Certify the final approval of the student's dissertationand the completionof requirements for graduation. A minimum of 80% of the membersmust approvethe dissertationbeforeit is officiallyaccepted.

3. Program of Study Requirements A. Doctoralseminarsin educationsequence, Education 590, and Education591. 1. This eight-semester-hoursequence is required of all doctoral students, but only after the 4

student is officiallyaccepted into the Ph.D. program. 2. A student is not eligibleto take the preliminary examination until these seminars have been completed to the satisfaction of the doctoral committee. B. Courses required by the committee include a minimumof 64 semester hours (witha minimumof 24 semester hours of dissertation credit) in the Ph.D.in Educationprogram. Remedialcourses may not be includedin this minimum. C. Research

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competency

requirements

(See

Appendix) These hoursdo not count as part of the requirement for the Ph.D. in Education.

D. The residency requirementfor the Ph.D. must be fulfilledafter admissionto the Ph.D. program and before formal admission to Ph.D. candidacy.The student satisfies the residency requirement by completing24 semester hours of credit on campus as a Ph.D.student withina periodnot to exceed four calendaryears. No more than six hours of deferred dissertationcredit may be appliedtoward fulfillment of the 24 semester hour residency requirement. Creditearned in concentratedcourse or workshops may apply toward fulfillment of the residency requirementif the student is concurrentlyregistered for a course spanning the full term. No more than six semester hours of short course or workshop credit may be. applied to the 24 semester hour residencyrequirement.

4. Preliminary Examination A. Policies 1. Each student in the Ph.D. program must take the preliminaryexamination. 2. The preliminaryexaminationwill includethose areas established as appropriate by the department or concentration. The faculty in each 5

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r concentration will determine who will be responsible for preparing, evaluating, and certifyingthe examination. 3. The examinationwill be offered three times a year and will be administeredon Wednesday, Thursday,and Fridayof the fifth week of each semester. The appropriate departmental representativewill be responsiblefor selecting the place for the examinationand monitoring the examination. 4. Students completing preliminary examinations will be notified no later than the fourth Monday after examinations are completed. B. Eligibilitv 1. A student may take the preliminary examination after having successfully completed the research requirement, all or most of the course work, and

thedoctoralseminarsequence.

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2. The student must also petition the doctoral committeeto take the preliminaryexamination and must receive an affirmative response.

3. If the studentfails the examinationon the initial attempt, the student may take the exam two additionaltimes before being droppedfrom the program. 5. Advancement

to Candidacy

A. An advancement to candidacy form must be signed by the committee chairperson and the student with four copies submitted to the Dean of the College of Education and Human Services. B. A student must be admitted to candidacy at least six months prior to graduation. C. Should the student wish to change committee membership, the student or any member of the committee is encouraged to request this change in writing to the Dean. 6

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D. A student may not register for more than six dissertation candidacy.

6. Continuing

hours

until formally admitted

Registration

to

Requirement

Thiscourse is offeredby each graduate degree program for students who have previouslyregistered for the minimumnumberof dissertationcredit hours requiredof the degree. Registrationin 601 (1 hour per semester) is requiredof all graduate students, whether in residence or not, who are not otherwise enrolled. Concurrent registrationin any other courseis not permitted. Students registeringfor 601 are assessed only tuition and the Student Center Fee for the. credit hours associatedwiththe registration. Sincenoneof the other student fees are assessed for 601, the student is not eligiblefor the benefitsof any other programssuch as Recreation Center use, Health Service and Student Medical Benefits, Students' Attorney Program assistance,

etc. Students needing the above benefits that require fees may instead register for additional dissertation hours.

7. Prospectus,

Dissertation,

and Final Oral

Examination A. In choosing a topic for the dissertation, the candidateshould: 1. Prepare a prospectus for the dissertation and submit it to the student's committee for

approval.

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2. Submit one copy of the prospectus and the prospectus approval form to the Dean of the Collegeof Educationand HumanServices. B. ResearchInvolvinaHumanSubjects Any research involvinghuman subjects must be reviewed and approved by the slue Institutional ReviewBoard(IRB)priorto the start of the research project.If the research paper, thesis, or dissertation 7

involves human subject's, an officiallycompleted Carbondale Committee for Research Involving HumanSubjects(CCRIHS)FormA (availablein the Office of Research Development and Administration,

Woody Hall (06) must be included in the final copies submittedto the GraduateSchool.Placethe form in the AppendixSection. If this form is not included,the documentwillnot be actepted by the GraduateSchool.For more information,contact the SIUCHuman Subjects Research Committee, at (618)

453-4533.

C. In the preparationof the dissertationand the final oral examination,the candidate should work with the doctoralcommitteechairpersonand consultwith other membersof the doctoralcommitteeas needed or as outlined by the chairperson. The student should follow the procedures outlined in the GraduateSchoolbrochurein the preparationof the dissertation. D. The doctoralcommitteewillset the date for the final oralexaminationand publicizeit. E. There will be a final examinationadministered by the student's committee.The examinationwillcover the subject of the dissertation and other matters related to the discipline. Any member of the graduate faculty may attend the final oral examinationand may participatein questioning and discussion,subjectto reasonablelimitationsimposed by the chairpersonof the committee.Onlymembers of the committee may vote or make recommendationsconcerningthe acceptance of the dissertationand finalexamination.A student willbe recommendedfor the degree onlyifthe membersof the committee,with at most one exception,judge both the dissertation and the performanceat the finaloralexaminationas satisfactory.

8. Graduation A. Thestudentmustapplyforgraduationbytheendof 8

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the first week of the semester in whichthe student plansto graduate. B. The student must submit the Graduate School DissertationTitleFormto the GraduateSchool.

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C. Aftersuccessfulcompletionof the oral examination and final acceptance of the dissertation, the applicantmust filewiththe GraduateSchool: 1. Microfilm contract. 2. SUlveyof earned doctorateform. 3. Submitto the GraduateSchoolone copy of the Dissertation Titles Form. These forms are availableat the GraduateSchoolor in the Dean's Office, College of Education and Human Services. Please submit this form early during the last semester priorto graduation. 4. Two unbound copies of the approved dissertation, EACHincluding a copy of the student's vita and an abstract of 350 words or less, three weeks prior to the intended date of graduation. Specific criteria relating to the submissionof the dissertationcan be obtained fromthe GraduateSchool. S. Oneadditionalcopyof the dissertationabstract.

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r APPENDIX

Rationale for the Selection of Research Tools The Ph.D.in Educationis a research-orienteddegree. As such, it consists of a program of studies and other appropriateexperiencesdesignedto facilitatethe acquisition of knowledge,attitudes, and skills necessary to conduct systematic intellectual inquiry. This overall aim is accomplished via two major program components: (a) General research comDetencies, including an understandingof the fundamentalnature of approaches to problemsolutionand an appreciationfor the roleof research in professionaleducation,are developedthroughcompletion of a minimumof 40 semester hoursof coursework in any of eight approvedconcentrations;and (b) 5Decific technical and methodoloaical comDetencies are developed through completion of individuallyprescribed "research tools." Such tools are selected on the basis of their appropriatenessfor the concentrationin whichthe student is working and their relevance to the student's research interests. Research tools are applied in the process of completingrequirementsfor the doctoraldissertation. The followinglistof possibleresearchtools is offeredto assist the student and his/her committee in making this importantchoice. 1. QuantitativeMethods 4. PhilosophicMethods 2. HistoricalMethods S. Qualitative Methods 3. Foreign Language Methods

6. Other

Research Tool: Quantitative Definition

Methods

Quantitativemethodsinvolve:(a) measurement, the systematicrepresentationof data by numbers,and (b) statistics, the mathematicsof the collection,organization,

and interpretationof numericaldata. Incorporatedwithin 10

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quantitative methods are descriptive statistics, inferential statistics,and the design and analysisof experiments.This area does not include courses on research methods, but rather includes specific courses in statistics and/or experimentaldesign. Demonstrationof Skill Successful completion of two or more of the following

courses is required to establish skill in this research tool. EAHE585-3

Survey Research Methodology

EPSY

506-4

InferentialStatistics

EPSY

507-4

MultipleRegression

EPSY

508-4

Experimental Design Educational Research

in

EPSY 531-3

Introduction Measurement

EPSY 580a-3

Advanced Analysis

EPSY580b- 3

Factor Analysis

EPSY580c- 3

Multivariate Methods

EPSY580d-3

Nonparametric Methods

EPSY58Of-3

Experimental Design

PSYC522a-4

Experimental Design and the Analysis of Variance

PSYC522b-4

Complex Designs and Extensions of the Analysis of

Variance

to Regression

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Any combination of courses that equate to a minimum of one academic year of credit in doctoral level statistics, which have been identified as a research tool requirement in an NCATE-approvedgraduate program, may be used to meet the quantitative methods requirement.

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Research Tool: Historiography Definition Historiographyis the study of the disciplineof history.This study can includethe scientificmethods of historicalresearch, a reviewof the historicalparadigmwith its attendant use of chronology,a concernfor the variant philosophiesof history,a review of historicalliterature, the contributionsof particular historians in the development of the discipline, and the considerationof historicalwritingas both an art formand as an humanisticexpression. Demonstration of ComDetence A student shouldsuccessfullycompletea minimumof two coursesto establishskillin this researchtool: HIST500

Historical Craft

HIST501-3

Recent Historiography

EAHE530-3

Historical Research in Education

Research Tool: Foreign Languages

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Definition High proficiency in a foreign language that is specifically related to the student's research interests and is required to complete the dissertation must be establishedby the student in consultation with his/her doctoral committee. Not onlyis knowledgeof a language required,but also competence is required in applyingthat knowledgeto a specificarea of research study. In other words, foreignlanguagecompetencyis a vehiclewith which to enlarge the body of knowledgein a particularsubject area. This option should not be chosen merely for. conveniencebut should be an integralpart of the student's interests.The language chosen must be other than English and must. be other than the student's native or school language. Demonstration of Skill , Skill in a foreign language as a research tool is

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established by successful completion of the Foreign Language488-3 course.The ForeignLanguage488-3 course representsan intense periodof study witha majoremphasis on translationof professionalwritingin the student's major area of study (i.e., biology,math, education, psychology, etc.). Consequently, students will be required to demonstrate skills in the chosen language prior to enrollment in Foreign Language 488-3. Students without the prerequisite skills will be required to complete sufficient course work to acquire these skills. Foreign Language 488-3 following languages:

Is limited to the

German

Russian

French

Spanish

Latin

Research Tool: Philosophic

Methods

Definition

Philosophy may be defined as that science which investigatesthe facts and principlesof human nature and conduct and which comprises logic, ethics, aesthetics, metaphysics,and theory of knowledge.Philosophyis also a bodyof principlesunderlyinga given branchof learningsuch as professionaleducation.

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Methods of inquiry in philosophy of education are integral to the substanceof education and are seemingly more difficult to differentiate and separate from that substancethan are some other methods of inquiry, i.e., foreign languageand statistics.Philosophicinquiry methods in education include a study of logic, ethics, aesthetics, metaphysics,and theory of knowledgeconcerningeducation, i.e., the principlesunderlyingeducation. Demonstration of Skill Skillin this researchtool is establishedby the successful completionof two or moreof the followingcourses: 13

1 PHIL 420-3

Advanced Logic

PHIL 425-3

Philosophy of Language

PHIL 435-3

Scientific Research

PHIL 524-3, 3

Analytic Philosophy

PHIL 530-3

Theory of Knowledge

Research Tool: Qualitative Methods Definition

Several research techniques and skills are available to the qualitative researcher; these include interviews, observations, non-verbal communication, ethnographic studies, case studies, evaluation scales, and quasi-experimental investigations. Qualitative research has gained substantial attention in the last two decades as a means of administering and evaluating social intervention programs. The paradigm)which forms the philosophicalbasis of qualitative methods,stresses an evolving, negotiated view of the social order. This paradigm considers social life as the shared creativity of individuals and looks at the social world as one which is shifting, changing} and dynamic. In using qualitative methods, the educational researcher holistically observes teachers, administrators, pupils, programs, or districts in an effort to identi~ the related elements in the school setting. Demonstration of Skill Successful completion of two or more of the following courses is required to establish skillin qualitative methods: EAHE587-3

Naturalistic

Research

Methodology EAHE594-3

Advanced Qualitative Methods

PE 502-3

Methods of Interview Research

sac 514-4

Seminar Research

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Qualitative

SPCM 552c- 3

Phenomenological Sociology and Ethnomethodology

SPCM547-3

Conversation Analysis: Ethnomethodology

Other Research Tools I

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A student and his/her committeemaywishto propose a research tool not mentioned in the foregoing list. Such persons should prepare a proposal that includes: (a) definitionof the research tool; and (b) the minimumtwo courses or equivalent,which establish skillin the research tool. The proposalwouldthen be submittedto the Dean of the College of Education and Human Services for considerationand approval.If approved by the Dean, that tool would then become an approved tool availableto all students in the Ph.D.programin Education.

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SouthernTM Illinois University

Carbondale