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Department of Family Sciences Early Childhood Development and Education Graduate Student Handbook Approved by the ECDE Faculty on 09/14/2017
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Transcript of Department of Family Sciences Early Childhood … · Purpose, Mission, and Vision Statements ......
Department of Family Sciences
Early Childhood Development
and Education
Graduate Student Handbook
Approved by the ECDE Faculty on 09/14/2017
2
Table of Contents
Section I: General Information ....................................................................................... 4
About the Handbook ............................................................................................................... 4
Welcome to the Family Sciences Department at TWU ....................................................... 5
Purpose, Mission, and Vision Statements ............................................................................... 6
Early Childhood Development and Education at TWU ....................................................... 8
Current ECDE Faculty ............................................................................................................... 9
Family Sciences Staff .............................................................................................................. 11
Section II: Admission and Program Requirements .................................................... 12
Graduate Degrees Offered .................................................................................................. 12
Admissions Requirements....................................................................................................... 13
M.S. Child Development Degree Plan ................................................................................. 15
M.S. Child Life (100% Online) Degree Plan .......................................................................... 17
M.Ed. Early Childhood Education Degree Plan .................................................................. 18
Ph.D. Early Child Development and Education Degree Plan .......................................... 20
Section III: General Information, Policies, and Procedures ..................................... 23
University Level ........................................................................................................................ 23
Pioneer Portal ....................................................................................................................... 23
Disability Accommodations ............................................................................................... 24
Counseling and Psychological Services (CAPS) ............................................................. 25
Diversity, Inclusion, and Outreach .................................................................................... 26
Office of Student Life .......................................................................................................... 27
Academic Integrity ............................................................................................................. 28
Academic/Administrative Complaints and Appeals .................................................... 29
Federation of North Texas Area Universities .................................................................... 31
Department Level ................................................................................................................... 32
Family Sciences Professional Behavior Policy .................................................................. 32
Course Rotation ................................................................................................................... 36
Waitlist Information .............................................................................................................. 37
Student Travel Information ................................................................................................. 39
Seminar Day Information ................................................................................................... 40
Student Organizations ........................................................................................................ 41
Section IV: ECDE Program Policies and Procedures ................................................. 42
Student Responsibilities .......................................................................................................... 42
Academic Advisors and Committees.................................................................................. 44
Changing Your Advisor .......................................................................................................... 46
Filing a Degree Plan................................................................................................................ 47
Degree Plan Changes............................................................................................................ 49
Grade Requirements for Graduate Curriculum ................................................................. 50
3
Section V: Final Degree Requirements........................................................................ 52
Steps Toward Graduation (Master’s) ................................................................................... 52
Master’s Thesis Guidelines .................................................................................................. 53
Steps Toward Graduation (Doctoral) .................................................................................. 55
ECDE Doctoral Comprehensive Exam Policy .................................................................. 56
Dissertation Guidelines ....................................................................................................... 69
Department of Family Sciences Dissertation Proposal Process .................................... 72
Department of Family Sciences Dissertation Defense Process ..................................... 76
Section VI: Graduation .................................................................................................. 81
Applying for Graduation ........................................................................................................ 81
Appendix A: Forms for Master’s Students ................................................................... 83
Appendix B: Forms for Doctoral Students ................................................................... 84
Appendix C: General Forms ......................................................................................... 85
ECDE Graduate Student Handbook Acknowledgement Form ............................... 86
4
Section I: General Information
About the Handbook
This handbook is designed to assist you, the student, with everything you need to know in order
to be successful in your education here at TWU. This handbook was created to serve as a
supplement to the TWU Graduate Catalog and the TWU Student Handbook. It is your
responsibility to be familiar with the contents of the Graduate Catalog and the TWU Student
Handbook, as well as with the contents of this ECDE Graduate Student Handbook.
Handbook Effective Date
The provisions of this handbook apply to students entering at the beginning of or after the first
semester of the 2017-2018 academic year. In general, a student can expect to follow guidelines
in the handbook for up to six years. However, the handbook is subject to change as indicated
below.
Change of Handbook Information
Policies, guidelines, or other matters, in this handbook are subject to change as the ECDE faculty
deems appropriate.
When changes are made, the changes may first appear in an e-mail, the department website,
Blackboard, or some other location, designating when the change becomes effective. When the
next handbook is published, these changes are added.
Handbook Acknowledgement Form
Please see the final page of this handbook for a copy of the ECDE Handbook Acknowledgement
Form. Please submit completed forms to the Family Sciences Department Office (HDB 115).
Students will not be able to register for classes until this form is received.
5
Welcome to the Family Sciences Department at TWU
We are pleased to have you as a student in our program and would like to welcome you to the
Family Sciences Department at Texas Woman’s University. In addition to Early Child
Development and Education program, the Department of Family Sciences includes Family
Studies, Family Therapy, and Counseling & Development as graduate-level programs. Each
program within the Family Sciences department offers a variety of faculty disciplines and
perspectives to our students. In addition to its academic study opportunities, the department
offers opportunities for students to enhance their professionalism through membership in a
variety of student organizations.
6
Purpose, Mission, and Vision Statements
University Purpose Statement
Educate a woman, empower the world.
University Mission Statement
Texas Woman’s University cultivates engaged leaders and global citizens by leveraging its
historical strengths in health, liberal arts, and education and its standing as the nation’s largest
public university primarily for women. Committed to transformational learning, discovery, and
service in an inclusive environment that embraces diversity, Texas Woman’s inspires excellence
and a pioneering spirit.
University Vision Statement
Texas Woman’s will be known as the premier public university for a woman-focused education
and leadership development, graduating thriving citizens who have a strong sense of community,
health, prosperity, and a sense of purpose.
Department Mission Statement
Our mission is to provide quality academic education in the scientific study of family, thereby
stimulating students’ intellectual curiosity; developing their research and leadership skills and
their personal and civic responsibilities; and promoting diversity and respect for multiple family
forms.
M.S in Child Development Program
The Master of Science (M.S.) degree in Child Development adheres to the department mission in
that it prepares students interested in working in leadership roles related to serving children,
adolescents, and adults, using a contextual approach to facilitate the natural process of change as
a function of development. The program places special emphasis on acquainting students with
the family and community as potential venues for facilitating development. Students are also
introduced to the process of research with an emphasis on understanding and using research
results. The Master of Science degree in Child Development is one of five programs within the
Component of Early Child Development and Education (ECDE). The degree plan is comprised
of four areas: core, research, content specialization, and professional development.
M.S. in Child Life Program
The Master of Science (M.S.) degree in Child Life adheres to the department mission in that it
prepares students interested in working in leadership roles related to serving children,
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adolescents, and adults, using a contextual approach to facilitate the natural process of change as
a function of development. This degree is specifically designed to prepare students to work as
child life specialists in a healthcare setting, and includes coursework to be eligible to become a
Certified Child Life Specialist through the national certification organization, the Association of
Child Life Professionals (ACLP). The program places special emphasis on requirements
suggested through the ACLP. Students are also introduced to the process of research with an
emphasis on understanding and using research results. The Master of Science degree in Child
Life is one of five programs within the Component of Early Child Development and Education
(ECDE). The degree plan is comprised of three areas: core, research, and professional
competencies.
M.Ed. in Early Childhood Education Program
The Master of Education (M.Ed.) degree in Early Childhood Education (ECE) prepares students
interested in assuming leadership roles related to working with children (birth to age 8) and their
families. More specifically, the program focuses on understanding “the whole child”
contextually from within “the family" living in a diverse global society. This contextualization
extends from the home to the community and includes both formal and informal school
environments. Students in the program are encouraged to be proactive and systemic in their
approach, and, as such are introduced to the process of research. Through a critical perspective,
students work toward understanding and using research results in the field of early childhood
education through practical applications in a classroom setting.
Ph.D. in Early Child Development and Education Program
The Doctorate degree in Early Child Development and Education adheres to the department
mission in that it prepares students interested in working in leadership roles related to serving
children, adolescents, and adults, using a contextual approach to facilitate the natural process of
change as a function of development. The program places special emphasis on acquainting
students with the family and community as potential venues for facilitating development.
Students are also introduced to the process of research with an emphasis on understanding and
using research results. The doctorate in Early Child Development and Education is one of five
programs within the Component of Early Child Development and Education (ECDE). The
degree plan is comprised of five areas: Early Child Development and Education core, Family
Sciences doctoral core, research, content specialization, and professional development.
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Early Childhood Development and Education at TWU
ECDE programs embody the Pioneering spirit and utilize a “learn by doing” approach through
practica and numerous field/lab experiences in the local community as well as the greater DFW
metroplex. Our programs prepare professionals to work directly and non-directly with children
and families in formal and informal settings (hospitals, organizations, agencies, schools and
homes) as teachers, directors, advocates, and specialists. Potential roles include the following:
• Work as a parent educator
• Administer children’s programs
• Work in public and private agencies focused on children and families
• Become a Child Life Specialist
• Work in the early childhood intervention field
• Teach at the college and university level
• Other roles requiring similar knowledge and skills
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Current ECDE Faculty
Sharla Snider, Ph.D.
Professor and Graduate Program Coordinator
(940) 898-2684
HDB 111
Research interests: impact of emerging technologies on the growth and development of the
young child, home, school, community relationships as impacted by technological advances,
distance teaching methodologies
Brigitte Vittrup, Ph.D.
Associate Professor and Undergraduate Program Coordinator
(940) 898-2624
HDB 102-G
Research interests: racial socialization practices, media influences on children’s development,
childhood guidance and discipline
Elizabeth McCarroll, Ph.D.
Associate Professor and M.S. in Child Life Program Coordinator
(980) 898-2736
HDB 110
Research interests: children with chronic illness, children’s peer relationships, social and
emotional development, mother-child relationships, social adjustment
Katherine Kensinger Rose, Ph.D.
Professor
(940) 898-3154
HDB 015-B
Research interests: parental decision making and preferences about child care, child care quality,
childhood obesity, child care provider training and education, child care administrator decision
making about quality issues, fatherhood
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Lin Moore, Ph.D.
Associate Professor
(940) 898-2210
HDB 104-F
Research interests: mentoring early childhood teachers, early literacy and numeracy programs for
prekindergarten children
Erron Huey, Ph.D.
Assistant Professor
(940) 898-2619
HDB 102-D
Research interests: Children's internalization of parent-child interactions
Melissa Brown, Ph.D.
Assistant Professor
(940) 898-2675
HDB 102-B
Research interests: the role of imagination in child development, fantasy orientation, pretend
play, imaginary companions, theory of mind, empathy, executive functions
Peggy Lisenbee
Assistant Professor
(940) 898-2635
HDB 104-A
Research interests: Children's use of technology, digital literacy, pedagogical teacher action
research, Pre-K learning environments, the role of social emotional development in play and
active learning, child guidance, family involvement in schools and multicultural education
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Family Sciences Staff
Geneva Quincy, Senior Secretary, Graduate Programs
(940) 898-2686
HDB 115
• Degree plans and changes
• IRB paperwork
• Dissertation paperwork
• Graduate student files
Tammie L. Retherford, Academic Program Coordinator
(940) 898-2683
HDB 002A
• Questions concerning graduate programs
• Grade Appeals
• Doctoral Comprehensive Exams Coordinator
Belinda Firth, Administrative Assistant
(940) 898-2699
HDB 115
• Hiring Graduate Assistants and Graduate Teaching Assistants
• Student Travel Committee liaison, travel award payment processing
Wanda Brown, Senior Secretary, Undergraduate Programs
(940) 898-2685
HDB 115
Rachel Suit, Undergraduate Academic Advisor II
(940) 898-2731
HDB 002B
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Section II: Admission and Program Requirements
Graduate Degrees Offered
Four graduate programs are offered through the ECDE component:
• M.S. in Child Development
• M.S. in Child Life (100% Online)
• M.Ed. in Early Childhood Education
• Ph.D. in Early Child Development and Education
The most up-to-date degree plans may be found on the component website or in the TWU
Graduate Catalog.
13
Admissions Requirements
In addition to the program specific information shared below, please consult the following TWU
Graduate School websites:
General Requirements for Graduate Admissions:
http://www.twu.edu/admissions/graduate/general-requirements-graduate/
Application Deadlines:
http://www.twu.edu/gradschool/application-deadlines/
Graduate Programs & Admission Requirements:
http://www.twu.edu/gradschool/admission-requirements/
M.S. in Child Development Admissions Requirements:
In addition to the general requirements for admission to the Graduate School, all applicants must
meet or fulfill the following admissions requirements:
• 3 letters of recommendation
• Resume/vita
• Preferred minimum GRE scores*: Verbal 147 (410) Quant. 144 (500) Analytical (4)
*Scores shown are for the revised GRE with original GRE scores in parentheses.
Attainment of these minimum requirements does not guarantee admission to the program. The
deadline to apply for fall admission is March 1st. The deadline to apply for spring admission is
October 1st. Further information regarding submission and deadlines can be found on the TWU
Graduate School website.
M.S. in Child Life (100% Online) Admissions Requirements:
In addition to the general requirements for admission to the Graduate School, all applicants must
meet or fulfill the following admissions requirements:
• Minimum 3.0 GPA
• Letter of intent (500 word essay/goals statement)
• Resume/vita
• Transcripts
• Letter of recommendation
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Attainment of these minimum requirements does not guarantee admission to the program. The
M.S. in Child Life program uses a rolling application deadline. Further information regarding
submission and deadlines can be found on the TWU Graduate School website.
M.Ed. in Early Childhood Education Admissions Requirements:
In addition to the general requirements for admission to the Graduate School, all applicants must
meet or fulfill the following admissions requirements:
• 3 letters of recommendation
• Resume/vita
• Preferred minimum GRE scores*: Verbal 147 (410) Quant. 144 (500) Analytical (4)
*Scores shown are for the revised GRE with original GRE scores in parentheses.
Attainment of these minimum requirements does not guarantee admission to the program. The
deadline to apply for fall admission is March 1st. The deadline to apply for spring admission is
October 1st. Further information regarding submission and deadlines can be found on the TWU
Graduate School website.
Ph.D. in Early Child Development and Education Admissions Requirements:
In addition to the general requirements for admission to the Graduate School, all applicants must
meet or fulfill the following admissions requirements:
• GPA of 3.5 on previous graduate work
• Relevant master’s degree or prerequisite equivalents for core area (see degree plan)
• Letter of intent including program goals and research interests
• 3 letters of recommendation
• Resume/vita
• Preferred minimum GRE scores*: Verbal 150 (450) Quant. 146 (550) Analytical (4)
*Scores shown are for the revised GRE with original GRE scores in parentheses.
Attainment of these minimum requirements does not guarantee admission to the program. The
deadline to apply for fall admission is March 1st. The deadline to apply for spring admission is
October 1st. Further information regarding submission and deadlines can be found on the TWU
Graduate School website.
15
M.S. Child Development Degree Plan Revised 07/05/2016
TEXAS WOMAN’S UNIVERSITY
Department of Family Sciences M.S. in Child Development
(33 hours-Thesis option; 36 hours-Professional option)
CORE: (9 hours)
FS 5113 Theories of Human Development
FS 5123* Theories of the Family
FS 5223 Child Growth and Human Development in Early Childhood
RESEARCH: (12 hours-Thesis option; 9 hours-Professional option)
FS 5693 Research Methods in Family Sciences
FS 5193 Statistics for Family Sciences
FS 5933* Practicum in Family Sciences (Professional option only;
must be taken in last semester)
FS 5983/93 Thesis (Thesis option only)
CONTENT SPECIALIZATION: (12 hours)
FS 5243 Adolescents in the Family
FS 5593 Play, Development and the Young Learner
FS 5613 Child Guidance
FS 5643 The Development of Infants and Toddlers
PROFESSIONAL DEVELOPMENT: (6 hours – Professional option only)
FS 5263 Observation and Assessment in Early Childhood
FS 5413 Development and Administration of Programs for Young Children
* The M.S. in Child Development has been approved by the National Council on Family
Relations as meeting the Standards and Criteria required for the Provisional Certified Family
Life Educator (CFLE) designation. Courses marked with an asterisk must be completed in order
to qualify for the abbreviated CFLE application process. In addition, FS 5023, 5153, 5233, 5533,
5823, 5833, and 5843 must be completed beyond the 33 hours required for the Professional
option degree.
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Notes:
1. A MS or MEd degree plan committee, thesis committee, portfolio committee, or professional
paper committee should have at least 2 members (out of the 3 total) from ECDE component
faculty.
2. At least 50% of graduate coursework must be taken face to face. This is not an on-line
degree.
3. Students who earn two grades of “C” or below in graduate classes will be dismissed from the
program.
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M.S. Child Life (100% Online) Degree Plan
TEXAS WOMAN’S UNIVERSITY
Department of Family Sciences
M.S. in Child Life- 100% Online
(37 hours)
CORE: (9 Hours) FS 5223 Child Growth and Human Development
FS 5113 Theories of Human Development
FS 5853 Family Systems
RESEARCH: (7 Hours) FS 5693 Research Methods in Family Sciences
FS 5193 Statistics in Family Sciences
FS 5911 Capstone Project with advisor/faculty member
PROFESSIONAL COMPETENCIES: (21 Hours) FS 5903 Child Life*
FS 5913 Internship in Child Life*
FS 5593 Play, Development and the Young Learner
FS 5183 Grief and Bereavement
FS 5573 Family Crisis
FS 6323 Health, Illness, and Families
FS 6233 Issues & Ethics in Professional Development *required for Child Life Certification Exam by Child Life Council
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M.Ed. Early Childhood Education Degree Plan
Revised 07/05/2016
TEXAS WOMAN’S UNIVERSITY
Department of Family Sciences
M.Ed. in Early Childhood Education
(30 hours Thesis option / 37 hours Portfolio option)
CORE (6 hours)
FS 5213 Curriculum Development in Early Childhood
FS 5223 Child Growth and Human Development
RESEARCH (12 hours - Thesis option; 7 hours – Portfolio option)
FS 5193 Statistics for Family Sciences
FS 5693 Research Methods
FS 5911 Independent Study “Portfolio” (Portfolio option only)
FS 5983/5993 Thesis (Thesis option only)
CONTENT SPECIALIZATION
All students must take the following four courses (12 hours)
FS 5203 Language and Literacy in Early Childhood
FS 5263 Observation and Assessment of Early Childhood
FS 5283 Technology and the Young Learner
FS 5773 Home/School/Community Partnerships
Students pursuing the Portfolio option select four of the following courses (12 hours)
FS 5273 Reflections and Perspectives of Early Childhood Education
FS 5413 Development and Administration of Programs for Young Children
FS 5593 Play, Development and the Young Learner
FS 5613 Child Guidance
FS 5783 Issues in Early Childhood Research and Evaluation
Notes:
1. A student’s M.Ed. degree plan committee, thesis committee, or portfolio committee should
have at least 2 members (out of the 3 total) from ECDE component faculty.
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2. At least 50% of graduate coursework must be taken face to face. This is not an on-line
degree.
3. Students who earn two grades of 'C' or below in graduate classes will be dismissed from the
program.
20
Ph.D. Early Child Development and Education Degree Plan
TEXAS WOMAN’S UNIVERSITY
Department of Family Sciences
Ph.D. in Early Child Development and Education
60 hours
PREREQUISITES: (21 hours)
Completed Master’s degree
The following courses or equivalencies:
FS 5113 Theories of Human Development
FS 5193* Statistics
FS 5693** Research Methods
Child Development Specialization
FS 5003 Lifespan Human Development
FS 5123 Theories of the Family
ECE Specialization
FS 5213 Curriculum Development in Early Childhood
FS 5223 Child Growth and Human Development in Early Childhood
EARLY CHILD DEVELOPMENT AND EDUCATION CORE: (12 hours)
FS 6513 Language and Cognitive Development
FS 6653** Seminar in Developmental Theory
FS 6673 Advanced Seminar in Early Childhood
FS 6923** Research in Family Sciences (with consent of advisor)
FAMILY SCIENCES DOCTORAL CORE: (9 hours)
FS 6003 Advanced Study of the Lifespan
FS 6403** Theory Building in Family Sciences
FS 6443** Research and Issues in Family Sciences
RESEARCH CORE: (18 hours)
FS 6193** Advanced Statistics for Family Sciences
21
FS 6693* Advanced Quantitative Research Methods
FS 6793* Advanced Qualitative Research Methods
FS 6873* Applied Multivariate Statistics for Family Sciences
FS 6983/93** Dissertation
CHILD DEVELOPMENT SPECIALIZATION: (12 hours)
Choose 4 from the following:
FS 5223 Child Growth and Human Development in Early Childhood
FS 5243 Adolescents in the Family
FS 5593 Play, Development, and the Young Learner
FS 5613 Child Guidance
FS 5643 The Development of Infants and Toddlers
OR
EARLY CHILDHOOD EDUCATION SPECIALIZATION: (12 hours)
FS 6623 Social and Cultural Dimensions of Early Language Development
FS 6663 Foundations in Early Childhood Education
Choose 2 from the following
FS 5263** Observation and Assessment in Early Childhood
FS 5283 Technology and the Young Learner
FS 5783 Issues in Early Childhood Research and Evaluation
PROFESSIONAL DEVELOPMENT: (9 hours)
Choose 3 from the following:
FS 6303 Academic Life and Scholarship
FS 6343 Effective College Teaching Methods
FS 6433 ** Grants Writing in Family Sciences
FS 6593 Practicum in Family Sciences (with consent of advisor)
FS 6683 ** Professional Seminar in Family Sciences
Notes:
1. With additional hours, a student may prepare to work with specific populations or increase
research tools.
2. All degree plans must comply with graduate school requirements as presented in the catalog.
At a minimum, programs must consist of 90 graduate credit hours (master’s and doctoral
22
level combined), which includes at least 30 hours of identified research focused
coursework** and 12 hours Graduate School required research tools*.
3. Students are required to have on their degree plan committee at least two faculty members
from their program component.
4. At least 50% of doctoral coursework must be taken face to face.
5. A PhD degree plan committee and comprehensive exam committee should have at least 3
members (out of the five total) from ECDE component faculty.
6. A PhD dissertation committee should have at least 2 members (out of the 3 total) from ECDE
component faculty.
23
Section III: General Information, Policies, and Procedures
University Level
Pioneer Portal
Everyone associated with Texas Woman's University must have a Pioneer Portal account. This
account is the key to unlocking several information pages that are found only on TWU's Intranet
(Portal).
The TWU Pioneer Portal is a web interface that allows students to:
• Check email (email address: [email protected])
• Register for classes (students only)
• Pay for classes online
Once you have applied to the University, you will be able to create a Portal account. If you have
a question about the status of your application, please log in to the Pioneer Portal and click on
WebAdvisor to check on your admission status. Please note you will not be able to create a
Portal account until the University has received your application - typically two to three business
days after you submit the application.
Portal accounts are valid the entire time you are a student and approximately two years after. If
you have not taken classes in approximately two years, your account will be automatically
disabled. If your account is disabled, you will need to reapply to the University before it will be
reactivated.
24
Disability Accommodations In accordance with University policies and state and federal regulations, the ECDE component is
committed to full academic access for all qualified students, including those with disabilities.
The Disability Support Policy that should be found on all syllabi is copied below. The website
for TWU’s Disability Support Services is https://www.twu.edu/disability-services/. All students
requesting accommodations must meet with the office Disability Support Services prior to
discussing accommodations with faculty.
Disability Support Policy Statement: If you anticipate the need for reasonable
accommodations to meet the requirements of this course, you must register with the office of
Disability Support Services (CFO 106, 940-898-3835, [email protected] ) in order to obtain the
required official notification of your accommodation needs. Please plan to meet with the
instructor by appointment or during office hours to discuss approved accommodations and how
the course requirements and activities may impact your ability to fully participate.
25
Counseling and Psychological Services (CAPS)
TWU Counseling and Psychological Services (CAPS) serves the TWU student community on
the Denton, Dallas, and Houston campuses. It is CAPS mission to support student success and
personal growth in a warm and safe environment.
It is common to need support beyond what family and friends can offer at some point in a college
career. Are you…
• Worried about balancing relationships, work, and school?
• Feeling more blue than normal?
• Having trouble concentrating?
• Feeling anxious and nervous?
• Upset about a relationship?
• Trying to overcome your past?
• Hearing from family and friends that they are worried about you?
• Concerned about a friend or family member?
• Looking for a new mental health provider?
CAPS can help you with the above issues, and many more. CAPS staff is dedicated to providing
a confidential atmosphere to assist all students.
Find out more by visiting the CAPS website or stop by their office in person:
Denton CAPS West Jones Hall
P.O. Box 425350
Denton, TX 76204-5350
Phone (940) 898-3801
Fax (940) 898-3810
Summer Hours: M-F 8a-5p
Spring Hours: M-W 8a-7p, Th/F 8a-5p
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Diversity, Inclusion, and Outreach
The TWU Office of Diversity, Inclusion, and Outreach provides programs and services that
promote diversity education, cultural awareness, and leadership development among students
through a variety of progressive and technological outlets.
Their goal is to offer transitional, learning and developmental opportunities through retention
and outreach service and innovative initiatives that support the needs of culturally based,
traditionally underrepresented and first-generation student populations.
Diversity: We promote diversity, which is expressed in many forms, including race, ethnicity,
gender and gender identity, sexual orientation, socioeconomic status, language, culture, religion,
national origin, age, political affiliation and (dis)ability status and provide a foundation for
ongoing intercultural learning.
Inclusion: We commit to having a campus where differences are welcomed, different
perspectives are respected and individuals feel a sense of belonging in a fair and inclusive
environment.
Outreach: We support student education and campus partnerships aiming to increase student
access to valuable resources and services. Our hope is to develop strong relationships with our
campus partners and support students well-being.
Find out more by visiting their website or stop by their office in person:
Office of Diversity, Inclusion and Outreach
Jones Hall, Suite 200
940-898-3679
Division of Student Life
27
Office of Student Life
In addition to supporting the offices of Disability Services for Students, Counseling and
Psychological Services, and Diversity, Inclusion, and Outreach, the Office of Student Life
sponsors a variety of programs and services designed to supplement your academic experience,
including:
• Career Services
• CARE (Commuter Services)
• Counseling and Psychological Services (CAPS)
• Disability Services for Students
• Diversity, Inclusion, and Outreach
• Fitness and Recreation
• ID Services
• International Education
• Legal Services
• Orientation
• Student Union
• Student Health Services
• Student Development
• Student Life Emergency Loan
• Student Travel
• Withdrawal Information
Find out more by visiting their website or stop by their office in person:
Division of Student Life
Student Union Room 206
P.O. Box 425379
Denton, TX 76204-5379
940.898.3615 (phone)
940.898.3629 (fax)
28
Academic Integrity
Honesty in completing assignments is essential to the mission of the University and to the
development of the personal integrity of students. In submitting graded assignments, students
affirm that they have neither given nor received unauthorized assistance, and that they have
abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating,
plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result
in appropriate sanctions that may include failing an assignment, failing the class, or being
suspended or expelled. Suspected cases in this course may be reported to Student Life. The
specific disciplinary process for academic dishonesty is found in the TWU Student Handbook.
The TWU library has a module called “Avoiding Plagiarism” that aids students in completing
their assignments with integrity.
For more information on University policy, consult the TWU Student Handbook.
29
Academic/Administrative Complaints and Appeals
The below information may also be found at: http://www.twu.edu/academic-affairs/academic-
complaints-appeals.asp.
Texas Woman’s University is committed to the fair treatment of all students who have
complaints and appeals. The university has traditionally guaranteed students every opportunity
for a fair, prompt, and thorough review of complaints and appeals. Students are encouraged to
begin resolving a complaint or appeal at the level at which the complaint or appeal originated.
Students should follow university procedures and deadlines to advance a complaint or appeal.
TWU’s Academic/Administrative Complaints and Appeals Policy [PDF] (Policy 1.18) guides
students in the complaint and appeal process.
Complaints or appeals at each level must be made in writing no later than 10 class days after the
date of the decision at the previous level unless otherwise stipulated in state or federal law. The
10 days for appeal at each level do not include weekends, holidays, or days between academic
sessions. The faculty member or administrator receiving the complaint or appeal will respond
within 10 class days, not including weekends, holidays, or days between academic sessions.
Review and decision may require a longer period of time.
The TWU Academic/Administrative Complaint and Appeal Form [Word] is to be used for
complaints and appeals. To select the appropriate office to begin the process, consult Procedures
for Academic/Administrative Complaints and Appeals of TWU Decisions [Word] document.
The procedures provide directions for the sequence of offices each type of complaint or appeal
should follow to a final decision. The form may be completed electronically and submitted by
email to the appropriate office within 10 days of the occurrence of the complaint. Addendums
are permissible to concisely document the complaint and may be attached to the email or
delivered to the corresponding office. Please print a copy of the completed document at each
level for your records.
Distance Education Students
The United States Department of Education (USDOE) requires that institutions comply with any
applicable state approval or licensure requirements in each state in which distance education
instruction is delivered. Students have the right to file a complaint against institutions when these
requirements are not followed or when students suffer the loss of tuition and fees as a result of
unfair business practices. TWU is required to provide both current and prospective students with
contact information for filing complaints with its accrediting body and the appropriate state
agency for handling complaints in a student’s resident state.
If the student filing the complaint is located in another National Council for State Authorization
Reciprocity Agreement (NC-SARA) state, the Texas Higher Education Coordinating Board
(THECB) will notify that state about the complaint. If the student is located in another state that
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is not a member of NC-SARA, the THECB will not notify that state about the complaint. Find
out if your home state is a member of NC-SARA. If the student is a non-Texas resident and from
a non-NC-SARA state, they may continue to pursue a complaint with the following Out-of-State
Complaint Contact.
Civil Rights Complaints
For the grievance process associated with discrimination and sexual misconduct, please contact
the Office of Civility and Community Standards through Student Life
(http://www.twu.edu/student-life/).
Texas Woman's University Accreditation
Texas Woman's University is accredited by the Southern Association of Colleges and Schools
Commission on Colleges to award baccalaureate, masters, and doctorate degrees. Contact the
Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-
4500 for questions about the accreditation of Texas Woman's University.
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Federation of North Texas Area Universities
The below information may also be found at: http://catalog.twu.edu/graduate/general-
information/federation-north-texas-area-universities/
Note: This information applies only to M.Ed. students. The Early Childhood Education program
is the only federated degree offered by the ECDE program.
The Federation of North Texas Area Universities, created by the Texas Higher Education
Coordinating Board, is a consortium comprised of Texas Woman’s University, Texas A&M
University – Commerce, and the University of North Texas. The Federation is designed to
strengthen the resources of higher education in north central Texas through inter-institutional
cooperation in graduate research and instruction. To this end the Federation universities supply
joint educational opportunities to their students in selected program areas with some universities
authorized to grant degrees and others authorized to provide support services for the degree
programs.
Students may choose to take coursework through the Federation at the member institutions,
allowing for a wider selection of courses, a more robust view of their field, and access to inter-
institutional collaboration, facilities and resources.
Texas Woman’s University grants, through the Federation, doctoral degrees in Counseling
Psychology, Special Education, Reading, Sociology, and Molecular Biology. Master’s degrees
offered by Texas Woman’s University through the Federation are in Reading, Early Childhood
Education, and Art.
Students desiring further information about the programs should consult the appropriate
academic department or the TWU Federation website.
Committees of the Federation
The below information may also be found at: http://catalog.twu.edu/graduate/graduate-
school/committees-dissertations-theses-professional-papers/committees-federation/
Note: This information applies only to M.Ed. students. The Early Childhood Education program
is the only federated degree offered by the ECDE program.
A Texas Woman’s University student enrolled in a program of the Federation of North Texas
Area Universities may request that a faculty member from another Federation university be
asked to serve on the committee. The head of the component recommends such an appointment
in writing to the Dean of the Graduate School.
The chair of the student’s committee provides guidelines relative to the Federation program in
the student’s major component. When the degree is granted by Texas Woman’s University, the
chair and the majority of the voting members of any committee of the Federation must be from
the student’s major component at Texas Woman’s University.
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Department Level
Family Sciences Professional Behavior Policy
The below policy may also be found at: http://www.twu.edu/family-sciences/policies.asp.
The Family Sciences department focuses on preparing professionals who respect differences,
celebrate diversity, and demonstrate the requisite skills, knowledge, and behaviors expected of a
professional working with children and families in a variety of settings. Using the Core Values
put forward by the American Association of Family and Consumer Sciences, the department
seeks to prepare students to “believe in the family as a fundamental unit of society, embrace
diversity and value all people, support life-long learning and diverse scholarship, and exemplify
integrity and ethical behavior...” (http://www.aafcs.org/AboutUs/CodeEthics.asp).
Professional behaviors are a vital component of professional preparation. Prospective child and
family professionals at Texas Woman’s University are expected to develop and practice these
attitudes, values, and beliefs throughout their preparation for jobs working with children and
families. The Code of Ethics developed by the American Association of Family and Consumer
Sciences describes the professional competencies necessary for effective work with children and
families. These professional competencies include, “Integrity, Professional Competence,
Respect for Diversity, Confidentiality, and Avoidance of Conflicts of Interest”.
Upon acceptance into a Family Sciences program or enrollment in a Family Sciences course,
students will be given access to the Family Sciences Professional Behavior Policy established
and approved by the faculty of the Department of Family Sciences. An explanation of these
behaviors will also be included on the Department of Family Sciences website and a link to this
policy will be placed in all Family Sciences course syllabi. Students will also be required to
abide by the Code of Ethics for their particular discipline, including any codes of ethics espoused
by their accrediting body or guiding professional organization (e.g., ACA, AAMFT, NCFR,
NAEYC, SRCD, etc.).
Professional Behaviors for Working with Children and
Families and Other Professionals
1. Exhibits sound and professional judgment by following established university policies
when interacting with peers, children, students, parents, clients, or members of the
community.
2. Maintains confidentiality of student /client records, correspondence, and conversations.
3. Uses emotional and social self-control and self-determination in personal interactions.
4. Demonstrates professional appearance and uses appropriate hygiene.
5. Maintains and uses a professional relationship with peers, colleagues, professors, site
supervisors, clients, and students.
6. Demonstrates respectful attitudes toward the profession, students, parents, clients,
colleagues, other educators, and support personnel.
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7. Demonstrates ethical behavior as defined by the student’s profession (counseling,
marriage and family therapy, child development, family studies) and by the Code of
Conduct at Texas Woman’s University.
8. Exhibits a code of conduct that includes honesty, cooperation and integrity related to any
course requirements and interactions with TWU professors, peers, and personnel (TWU
Student Code of Conduct).
9. Exhibits a collaborative approach applied to seeking solutions to problems with peers,
students, clients, faculty, parents, and administration.
10. Demonstrates the ability to work in a professional and respectful manner with diverse
individuals.
11. Exhibits competence and professionalism in oral, written, and electronic
communications.
Procedures for Assessing Professional Behavior
A student’s professional behavior in TWU classes, meetings or interactions related to those
classes, during any field experience, while engaging in practica or internships and/or in other
settings associated with professional preparation should be guided by this policy. The following
procedures will be followed for instances in which a student’s professional behavior is in
violation of this policy:
1. The Professional Behaviors Concern Form will be completed by the person with whom
the student had an unprofessional encounter and forwarded to the department chair. This
form may also be filled out by the faculty or staff member designated as the liaison to a
professional site supervisor if the concern is expressed by a supervisor in the field.
2. A letter will be sent by the department chair to the student (overnight with return receipt
on delivery) advising the student of the policy violation and requesting a meeting to
discuss the area(s) of concern. A copy of this letter, the date of the meeting, the specific
behavioral concerns, and potential outcomes will be documented and placed in the
student’s file.
a. Possible outcomes of this meeting include, but are not limited to:
1. The student remaining in the program with conditions
2. Immediate dismissal from the program
3. Referral to the Student Code of Conduct board, and/or
4. Referral to the Behavior Assessment Team
3. During this meeting, the following steps will be followed:
a. The meeting will include the student and a committee consisting of the student’s
advisor, the department chair or program coordinator, a department member
appointed to the Department Code of Conduct Committee, and the instructor. This
meeting must occur within 10 business days of the student’s receipt of the letter
requesting a meeting*. At this time, the committee will review the behavioral
concerns with the student.
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b. In the meeting, the student will have the opportunity to explain her/his position
and provide additional relevant information. The department chair or program
coordinator will determine whether additional faculty, staff or school personnel
are required to support or refute the observed behavior.
c. The result of this meeting may be a recommendation that the student be allowed
to continue her/his program, development of a remediation plan, or a
determination to remove the student from the Family Sciences program in which
he or she is enrolled (and possibly refer the student to the university Code of
Conduct board and/or the Behavioral Assessment Team, depending on the
severity of the behavior). The department chair will make the final decision with
input from the committee and ensure the decision is delivered to the student
within 10 business days of the meeting. Documentation of the meeting’s content,
including any written agreements or action plans, will be placed in the student’s
file. The student will receive a copy.
d. The student has a right to appeal the committee’s decision and within 10 business
days notification of the committee decision, must submit the appeal in writing to
the Dean of the College of Professional Education. In accordance with the grade
appeal process designated by COPE, the Dean will review the request and all
related documents in the student’s file, will meet with the student, instructor and
department chair as needed to review the appeal and will render a decision in
writing.
e. If a satisfactory resolution still is not reached, graduate students may appeal to the
Dean of the Graduate School, and undergraduates may appeal to the Vice
President of Academic Affairs.
f. Students in violation of the student behavior policy may be referred to the Office
of Student Life Behavioral Assessment Team (BAT) and/or the Office of Student
Life Code of Conduct committee for further action.
* If 10 days passes and the student or instructor is unwilling to attend this meeting, then the
meeting will commence without their input and a decision will be made by the committee
without that person present.
Dismissal
The Department of Family Sciences reserves the right to require the withdrawal from any Family
Sciences program of any student whose behavior is deemed to threaten the welfare of any
individual or whose behavior is deemed unsafe in any manner.
Student Code of Conduct Issues
In addition to the importance of professional behaviors specific to working with children and
families, students in the Department of Family Sciences are required to abide by all university
policies and procedures, including the Student Code of Conduct. Information on this, and all
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university policies to which students must adhere, are available in the TWU Student Handbook.
Any student enrolled in a Family Sciences program should be familiar with these policies and
adhere to them. If a student enrolled in a Family Sciences program is referred for a Code of
Conduct issue, they must participate in the disciplinary process fully in order to successfully
complete a Family Sciences program. Any student with a pending or unresolved Code of
Conduct or Academic Dishonesty incident will not be able to graduate, sit for comprehensive
exams or defend a thesis/professional paper/portfolio/final examination for program/dissertation
until the disciplinary process has been completed.
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Course Rotation The ECDE component follows the course rotation set forth by the Department of Family
Sciences and can be found on the department website.
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Waitlist Information This information may also be found at: http://www.twu.edu/family-sciences/4025.asp.
The Mystery Behind the Waitlist Process at TWU
One of the last things students want to see when they begin to enroll in a class is that the class is
full and all they can do is get on the waitlist; an unfortunate regular occurrence. The purpose of
this document is to educate the reader on what causes a waitlist to be created, how the waitlist
process works, what happens when the waitlist is closed, and the financial impact to students
who are waitlisted.
What Causes a Waitlist to be Created?
Each physical classroom has a maximum number of seats assigned based on fire code
regulations. This maximum number is called a “cap”, or capacity. Online courses have
capacities set based on the workload of the instructor of record according to approved
departmental and university standards. Whether the class is face-to-face or online, once the cap is
reached, an electronic waitlist is automatically created to receive students who still want to enroll
and are hoping for a seat to become available.
How the Waitlist Process Works.
Once a student has elected to be added to a waitlist, and a seat becomes available, an e-mail is
automatically sent to the first student on the list with an invitation to register for the class. A seat
can become available if an enrolled student drops the course and section or the cap is raised for
that course and section. Keep in mind that waitlists are course and section specific. This is
important to note when a student is added to a waitlist, mainly because if another section is
added to a course, the waitlist the student is on will not be affected. For example, if a student gets
on the waitlist for FS-1001, section 01, and then another section is added (section 02), the
student must find out that section 02 now exists and attempt to enroll in it since the section 01
waitlist is unaffected. Academic departments have the sole discretionary responsibility of
informing students that a new section has opened.
Invitation e-mails are only sent to TWU e-mail boxes. Students may have their TWU e-mail
forwarded to another e-mail provider, but it should be noted that forwarded e-mail could take as
much as two days to arrive in the alternate e-mail box, and since this is a time-sensitive process,
the student could miss their opportunity to enroll. Once an invitation is sent, the student has 24
hours to respond. If a response has not been received after this 24 hour period, the invitation
is withdrawn, the student is removed from the waitlist, and an invitation e-mail is sent to
the next student on the list. If a student learns that they received an invitation after the deadline,
they must add themselves to the waitlist again if they still want an opportunity to enroll in that
course and section.
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What Happens when the Waitlist is Closed?
A waitlist is typically closed about 2 business days prior to the start of a given semester. Any
students remaining on the waitlist will automatically be sent an e-mail indicating that they did
not receive an opportunity to enroll and then deleted from the waitlist. Students can still be
enrolled in a class after the waitlist is closed if the department and instructor of record permit,
there is available seating subject to fire code regulations, and all other limitations are considered.
Student requests to enroll after a waitlist is closed are typically handled on a case-by-case basis
within the department offering the course.
Financial Impact to Students who are Waitlisted.
It should be noted that being waitlisted does NOT mean that a student is registered for the
course. Additionally, if a student has indicated to the Financial Aid office that they plan to enroll
in 12 hours for example, and they enrolled in six hours but are waitlisted for the remaining six
hours, their financial aid will still be awarded based on their anticipated hours taken of
12. However, if by the census date (the 12th class day in fall and spring or the 4th class day in
summer) the remaining six hours have not been converted to actual registered hours, the
student’s financial aid award will be adjusted down resulting in probable financial consequence.
Final Notes.
If a student finds that they need to add themselves to a waitlist, it is encouraged that they do
so. Without waitlists, academic departments cannot know if there is a need to add more sections,
raise caps, or take other actions necessary to assist students who need those classes. Being added
to a waitlist may not result in being enrolled in a class, but NOT being added to a waitlist ensures
it.
Related to this, a common question asked is “If there are so many students on a waitlist, why is
there no money to open up another section?” The university community as a whole doesn’t
realize how courses are funded, and it’s a complicated answer to a seemingly simple
question. Simply paying $500 in tuition from 15 undergraduate students (that’s $7,500) is not
enough to fund a section alone. At TWU and other State-supported institutions, professors and
instructors are not paid from tuition funds, but are paid by the State, and a budget is set each year
for those salaries. Departments can’t usually exceed their salary budgets any more than we can
exceed our own personal budgets. Tuition funds pay for other costs such as utilities, support
staff, supplies, building use fees, insurance, and more.
The current waitlist system was developed effective fall 2007 to help students enroll in classes
that are full, and to help departments offer courses that are needed, timely, and fiscally
responsible for the university. Using the waitlist system can be a win-win solution, but the
behind-the-scenes events surrounding the process must at the same time be observed with equal
understanding.
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Student Travel Information
We encourage our students to attend and present at professional conferences in their
discipline. We currently offer funds to students to help pay the expenses of attending these
events. Consider applying for student travel funds through the department and the university.
The department student travel committee meets twice each fall and spring semester to review
applications and award available funds. Visit the department website for more information on
applying.
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Seminar Day Information For a number of years now, the Department of Family Sciences has hosted Seminar Day as a
professional development opportunity for its current and interested graduate students. Seminar
Day has covered topics such as the TWU Veterans initiative, on-line course discussions specific
to each program, M.S. portfolio and capstone procedures, the dissertation process for doctoral
students, the master’s and doctoral process, faculty research updates, student research
presentations, professional service, publishing, professional writing and APA use, professional
ethics in academia and the workplace, grant writing, the Institutional Review Board (IRB)
process, and more. Topics change for each event to keep them fresh and interesting.
The highlight for each event is the keynote speaker address. Keynote speakers are graduates of
our programs and are invited by our faculty. We also include networking opportunities with
fellow students and faculty during complimentary continental breakfast, brunch and/or buffet
lunch provided to all participants and department faculty and staff.
We also provide opportunities for students to formally present their work in the field of family
sciences to their peers and faculty. Student presenters are also invited to submit a proposal to
present orally and/or visually via poster display.
Additional information about Seminar Day can be found at: http://www.twu.edu/family-
sciences/seminar-day-information.asp.
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Student Organizations
Family Sciences Association
The Family Sciences Association (FSA) is a student organization focusing on service and
outreach to benefit families. All students in the department are eligible for membership.
Information about this organization is available at: http://www.twu.edu/family-sciences/fsa-
meeting.asp.
Child Life Organization
The Child Life Organization's purpose is to promote Child Life by giving students volunteer
opportunities, and help increase networking with professionals in the area. All students in the
department are eligible for membership. Information about this organization is available at:
http://www.twu.edu/family-sciences/2304.asp.
TWU Graduate Student Council
The Graduate Student Council of Texas Woman’s University is the advocating and community-
building organization for graduate students of TWU. GSC operates with a senate and an
executive council. The GSC is a multi-purpose organization designed to give graduate students a
formal collective presence, to advise the Dean of the Graduate School and the Director of the
Center for Student Development who serve as its official advisors, and to promote graduate
student development. Thus, its purpose is to serve as a voice for all graduate students, to work in
support of the core values of the council, and to advocate for graduate students’ concerns and
ideas related to graduate education at Texas Woman’s University. More information may be
found at: https://gscounciltwu.wordpress.com.
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Section IV: ECDE Program Policies and Procedures
Student Responsibilities
Master’s Students
It is the student’s responsibility to:
1. Ensure timely completion of the filing of the degree plan (once 12 hours of coursework
have been completed).
2. Set up and coordinate meetings with their advisor as needed.
3. Ensure that at least 50% of coursework is taken face-to-face (except Child Life students).
4. Invite faculty members to serve on your degree plan committee. You are required to have
3 members, one of which will be your advisor. At least 2 of the 3 members must be
ECDE component faculty. Your degree plan committee members will also serve as
members of your thesis, portfolio, or professional paper committees.
5. Coordinate meeting times and locations for the degree plan meeting and other meetings
to fulfill your graduation requirements. Work with department staff to reserve meeting
rooms in HDB. A Meeting Notification Form is required (see department website).
6. Observe required review periods. For master’s thesis, capstone, portfolio, or professional
paper committees, committee members should receive all relevant documents two weeks
prior to the meeting. Your committee chair should review all documents before they get
sent to the full committee. Be aware of Graduate School deadlines if you anticipate
walking at graduation in the same semester in which you defend. Students graduating in
subsequent semesters and defending after the graduate school deadlines for the current
semester should schedule defenses prior to the last day of classes. Defenses should not be
scheduled during final examination weeks or breaks between semesters.
7. Ensure all required paperwork has been filed with the Department and the Graduate
School.
Doctoral Students
It is the student’s responsibility to:
1. Ensure timely completion of the filing of the degree plan (once 18 hours of coursework
have been completed).
2. Set up and coordinate meetings with their advisor as needed.
3. Ensure that at least 50% of coursework is taken face-to-face.
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4. Invite faculty members to serve on your degree plan committee. You are required to have
5 members, one of which will be your advisor. At least 3 of the 5 members must be
ECDE component faculty. Your degree plan committee members will also serve as
members of your comprehensive exam committee.
5. Apply to take comprehensive exams. The form, “Family Sciences Comprehensive
Examination Student Application,” can be obtained from the department website. A
sample is provided in the appendix. This form is due by the end of the 8th week of the
long semester that precedes the semester in which you plan to write comprehensive
examination.
6. Invite faculty to serve on your dissertation committee. You are required to have 3
members, one of which will be your advisor. At least 2 of the 3 members must be ECDE
component faculty. See the “Dissertation Guidelines,” “Dissertation Proposal Process,”
and “Dissertation Defense Process,” sections for more information.
7. Observe required review periods. For the dissertation proposal and defense meetings,
committee members must receive 10 working days to read your document in advance of
the meeting. Your committee chair should review all documents before they get sent to
the full committee. For defense meetings, if you intend to walk at graduation in the same
semester in which you defend, ensure that there is enough time between the date of the
meeting and the date in which all final documents are due to the Graduate School for any
necessary revisions to be made and approved by your committee. Be aware of all
Graduate School deadlines if you anticipate walking at graduation in the same semester
in which you defend. Students graduating in subsequent semesters and defending after
the graduate school deadlines for the current semester should schedule defenses prior to
the last day of classes. Defenses should not be scheduled during final examination weeks
or breaks between semesters.
8. Coordinate meeting times and locations for the degree plan meeting and other meetings
to fulfill your graduation requirements. Work with department staff to reserve meeting
rooms in HDB. A Meeting Notification Form is required (see department website).
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Academic Advisors and Committees All ECDE Graduate Students:
A faculty advisor (‘major advisor’), one of the ECDE faculty members, is assigned to each
degree-seeking student upon admission to the program and before enrollment. The advisor helps
you to plan coursework every semester and answers questions you may have. The student is
expected to consult with the advisor after entering the program and as needed during progress
through the program. Students are expected to meet with their advisor a minimum of once a
year. Students are strongly encouraged to consult with their advisor more frequently.
Consultation with an advisor is required for:
1. Completing a degree plan
2. Changing a filed degree plan
3. Addressing questions and concerns about the program that are not addressed in this
Handbook, the Graduate Catalog, or the Course Rotation.
Other occasions may arise when advisor consultation is required or desired. When in doubt about
any issues or concerns related to your program of study or progress in the program that cannot be
answered by program or university print resources, consult your advisor.
M.S. and M.Ed. Students:
Master’s students will need two committees. The degree plan committee and the thesis, capstone,
portfolio, or professional paper committee are composed of 3 graduate faculty members. At least
2 members must be from the ECDE component faculty, including your major advisor. Members
of the degree plan committee typically also serve on the thesis, capstone, or professional paper
committee.
Before completion of 12 hours of coursework (including prerequisite work), you will meet with
your major advisor to prepare your master’s degree plan, a form setting forth the coursework for
the degree (see sample degree plans in the appendix). You will then arrange a formal degree plan
meeting with your committee to officially approve the plan, which must be signed and submitted
to the Family Sciences department office. Additional information regarding advisors and degree
planning can be found in Section IV.
Ph.D. Students:
Ph.D. students will need two committees. A Ph.D. degree plan committee is composed of five
graduate faculty members. At least 3 members must be from the ECDE component faculty,
including your major advisor. A Ph.D. dissertation committee is comprised of a minimum of
three graduate faculty members. At least 2 members must be from the ECDE component faculty,
including your major advisor. The committee chair (i.e., major advisor) must have full graduate
faculty standing. Additional committee voting members must have associate or full graduate
faculty standing.
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Before completion of 18 hours of coursework (including prerequisite work), you will meet with
your major advisor to prepare your doctoral degree plan, a form setting forth the coursework for
the degree (see sample degree plans in the appendix). You will then arrange a formal degree plan
meeting with your committee to officially approve the plan, which must be signed and submitted
to the Family Sciences department office. Additional information regarding advisors and degree
planning can be found in Section IV.
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Changing Your Advisor
It is to the student’s advantage to have a good working relationship with the assigned advisor.
Should the need arise, a student may request a change of advisor. The procedure to make a
change is as follows:
1. Contact the prospective advisor to ascertain his/her availability and agreement to the
proposed change.
2. Notify your current advisor of the request to change and obtain consent from the
department chair. Thank your current advisor for their assistance. The department chair
must approve the change. Current faculty loads may determine whether the change can be
approved.
3. Submit a completed “Change of Advisor” form. Forms may be obtained online from the
department website: http://www.twu.edu/family-sciences/forms.asp
4. Allow three weeks for processing; then check with the Graduate School to make sure the
change is on file.
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Filing a Degree Plan Students will first meet with their major advisor to complete their degree plan before the
completion of 12 hours for master’s students and 18 semester hours for doctoral students.
Students transferring a course or courses in lieu of other courses must meet with their advisor to
discuss this option. Degree plans must be accurate, must contain the minimum hours listed on the
relevant degree plan, and must be signed by the advisor and the other degree plan committee
members, as well as the Chair of the department. It is the student’s responsibility to see that the
degree plan is signed, completed, and on file.
Students are to complete the degree plan according to the following guidelines:
1. On all degree plans, the major listed should match the relevant degree plan.
2. The student’s advisor is the Major Professor.
3. The date and grade columns should be blank, unless the student is completing the degree
plan after successfully completing the course (in that case, those courses should be listed
first with the semester and year as the date of completion).
4. Per the Graduate Catalog (http://catalog.twu.edu/graduate/graduate-school/general-
requirements-regulations-masters-degrees/), no absolute time period exists within which
a master’s degree must be completed, but semester credit hours older than six years
cannot apply toward any master’s degree.
5. Doctoral students have ten (10) years to complete their degree. Per the Graduate Catalog
(http://catalog.twu.edu/graduate/graduate-school/general-requirement-regulations-
doctoral-degrees/time-limits/), all requirements toward a doctoral degree, aside from a
completed master’s degree, must be completed within a period of ten consecutive
calendar years from the date doctoral semester hour credit is first earned.
6. Graduate School Policies on Credit by Transfer (See the Graduate Catalog for more
information):
a. There is no automatic transfer of graduate credit, but the student’s advisory
committee has the prerogative to recommend to the Dean of the Graduate School
the acceptance of transferable semester credit hours.
b. Only graduate coursework completed at regionally accredited institutions may be
considered for transfer. Only graduate courses in which a grade of B or better has
been earned are acceptable for transfer. No credit toward a graduate degree may
be obtained by correspondence and no credit toward a graduate degree may be
obtained by extension work from another institution.
c. The completion of a number of semester credit hours is not in itself sufficient; the
nature and quality of work are the major considerations.
d. For master’s students, any semester credit hours selected for transfer are still
governed by the time limit for master’s work; that is, at the time when the new
master’s degree is completed, the transferred semester credit hours must not be
more than six years old.
e. Master’s programs will use the following scale in determining the maximum
number of semester credit hours that may be transferred:
i. up to 6 credit hours in a program of 30-38 semester credit hours
ii. up to 9 semester credit hours in a program of 39-44 semester credit hours
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iii. up to 12 semester credit hours in a program of 45 or more semester credit
hours.
f. At least fifty percent of the work counted toward a doctoral degree program must
be composed of courses having residence status at Texas Woman’s University.
The degree plan is to be followed accurately. Take the time to make an accurate and complete
degree plan. If you have questions about this process, please see your advisor.
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Degree Plan Changes If you wish to drop a course and add another course in the degree plan, follow these steps:
1. Confer with your advisor to approve changes.
2. Confer with your degree plan committee to agree with and approve changes.
3. Prior to enrolling in any courses that will be added to the degree plan, obtain a “Change
in Degree Plan” form from the Graduate School website
(https://www.twu.edu/gradschool/forms/), and submit it to your advisor.
4. Allow three weeks for processing. Contact the Graduate School to confirm the change is
on file.
5. For degree-seeking students, application for graduation will be approved only if all
courses, as listed on the filed degree plan or filed degree plan changes, have been
completed.
50
Grade Requirements for Graduate Curriculum
TWU Graduate School Policy for Master’s Students:
The below information may also be found at: http://catalog.twu.edu/graduate/graduate-
school/general-requirements-regulations-masters-degrees/.
Grades in courses offered for the master’s degree must average B or above in both the major and
minor fields. (Some departments of the University accept no grade lower than B for degree work;
please see the appropriate departmental sections in this catalog.) In no case may a course with a
grade below C apply to the degree.
Graduate students are expected to maintain a B average on all graduate work. Consistent failure
to do so results in dismissal from the Graduate School. When a student’s cumulative grade point
average on graduate-level work falls below B or when a student receives a grade of D, F, or WF
during any one semester or full summer session (including summer one, two or three) of twelve
weeks, the student is automatically on academic probation and notified of this status. Earning a
grade of D, F, or WF or failure to restore the cumulative average to B or above during the next
enrollment results in dismissal from the Graduate School. It is not possible to improve the grade
record at Texas Woman’s University by attendance at another university. Students who have
been suspended may reapply to the TWU Graduate School when 6 years have elapsed after the
suspension.
Notification of probation status will be sent to the student's TWU email address. Notification of
dismissal/suspension will be mailed by certified mail to the student's address on file with the
university at that time. All official communications will be sent to students' TWU email
accounts.
Students enrolled for credit or non-credit classes are assigned a TWU email address for receiving
announcements, correspondence, and other important messages (including payment deadlines
and financial aid information). Messages delivered to the TWU email address will be considered
officially delivered.
TWU Graduate School Policy for Doctoral Students:
The below information may also be found at: http://catalog.twu.edu/graduate/graduate-
school/general-requirement-regulations-doctoral-degrees/grade-requirements/.
No course with a grade below B is accepted toward a doctoral degree at the University.
The doctoral student is expected to maintain a cumulative grade point average of at least B
(3.00). When a student’s cumulative grade point average on graduate-level work falls below B
during any one semester or full summer session of twelve weeks, or when a student receives a
single grade of D, F, or WF, the student is placed on academic probation and notified of this
status. Should a student receive two failing grades (F or WF) within a single semester, the
student will be dismissed immediately without a probation semester. Earning a grade of D, F,
WF, or failure to restore the cumulative GPA to 3.00 or above during the next enrollment results
51
in dismissal from the Graduate School. The grade record at Texas Woman’s University cannot
be improved by attendance at another university. Students who have been suspended may
reapply to the TWU Graduate School when 10 years have elapsed after the suspension.
Degree programs in the various colleges have different criteria/expectations when a student earns
a grade of C. If a doctoral student earns a grade of C, continuation in the degree program is
reviewed by the student’s advisory committee. A student is not allowed to continue in the
doctoral program if there are two failing grades (F or WF) in the doctoral program.
Notification of probation status will be sent to the student's TWU email address. Notification of
dismissal/suspension will be mailed by certified mail to the student's address on file with the
university at that time.
Grading Specific to ECDE Graduate Program:
Students who earn two grades of “C” or below in graduate classes will be dismissed from the
program.
52
Section V: Final Degree Requirements
Steps Toward Graduation (Master’s)
1• Admission
2• Enrollment
3• Degree Plan Filing
4• Complete Coursework
5• Complete Thesis, Capstone,
or Professional Option
6• Graduation
53
Master’s Thesis Guidelines The below information may also be found at: http://catalog.twu.edu/graduate/graduate-
school/general-requirements-regulations-masters-degrees/thesis-professional-paper/.
A thesis, required in many master’s degree programs, is the culmination of the student’s
independent scholarship or creative achievement in some branch of learning or the arts.
Prospectus approval is required by the Research Committee and the Dean of the Graduate School
is required prior to the student beginning research for a thesis, even when Institutional Review
Board (IRB) authorization is not required. Responsible Conduct in Research (RCR) certification
and IRB or IACUC approval is required if human subjects or animals are involved.
To secure semester credit hours for work done on the thesis, the student must register for this
work. When "Thesis" appears on the schedule, it is counted as three credit hours in determining
both load, tuition, and fees. Although no more than six semester credit hours can be earned for
the writing of the thesis, the candidate must re-enroll in the thesis course until the writing is
completed.
Only an officially registered student may hold conferences with faculty members concerning the
preparation of a thesis. This rule applies both when the student is in actual residence and when
the student is not in residence but receiving consultation through conferences or correspondence.
This rule does not apply to those preliminary conferences held before the thesis subject has been
selected. Registration for thesis in one term is good for that term only and does not extend to the
next term.
Enrolled graduate students may use the computer and research consulting services of the Center
for Research Design and Analysis (CRDA) in the preparation of professional papers, theses, and
dissertations. The center also provides assistance with qualitative and quantitative research
designs. Students may also access the support services of the Pioneer Center for Student
Excellence and the Write Site.
The grade of PR is assigned to indicate a thesis is in progress. A student writing a thesis for six
semester credit hours is given CR (Credit) for the first enrollment (5983), usually the completion
of the prospectus and PR (In Progress) for all subsequent enrollments (5993) until the last
enrollment. At that time CR is given again.
Submission of the student's thesis must be completed no later than the filing date listed in the
Graduate School's Graduation Deadlines. Once the thesis has been reviewed by the Graduate
Reader/Editor and Sr. Graduate Analyst and recommended corrections have been completed, a
digital submission and upload must be made. A bound copy at the expense of the student, may be
required by the student's major department.
All theses are uploaded to Texas Digital Library (TDL) and ProQuest. Students should consult
the Thesis and Dissertation Fee Sheet, posted on the Graduate School website prior to turning in
their thesis. Copyrighting, which remains optional, may be secured during the submission
process for an additional fee. Details concerning the abstracts, microfilming, copyrighting, and
their fees are available in the Graduate School.
54
The Graduate School publications "Guide to the Preparation and Processing of Dissertations,
Theses, and Professional Papers" and "Formatting Navigator" should be consulted for additional
information concerning the thesis or professional paper (http://www.twu.edu/gradschool/forms/).
55
Steps Toward Graduation (Doctoral)
1• Admission
2• Enrollment
3• Degree Plan Filing
4• Complete Coursework
5• Comprehensive Exams
6• Admission to Candidacy
7• Propose Dissertation
8• Submit Prospectus
9• Defend & Submit Dissertation
10• Graduation
56
ECDE Doctoral Comprehensive Exam Policy
The below policy may also be found at: http://www.twu.edu/family-sciences/early-childhood-
development-and-education-current-student-information.asp.
Revised 10-8-15
Approved 11-4-15
Effective Spring 2016
ECDE DOCTORAL COMPREHENSIVE EXAMS
POLICY
Students are tested on four major subject areas:
1. Theory
2. Research Methods
3. Statistics
4. Content Specialty (Child Development)
Questions within each of the four areas above should address the following:
DAY 1:
Theory:
- Comprehensive knowledge of theories important to family sciences
- Synthesis and integration of various theories
- Application of theories to research
Content Specialty:
- Comprehensive knowledge of child development content, including:
o Development from infancy through childhood
o Context of development
o Application to practice based work, such as child care, early education, family or
agency
- Integrating content knowledge, theory, and research
DAY 2:
Research Methods:
- Comprehensive knowledge of research methods and design (quantitative and qualitative
methodologies and traditions, types of designs, etc.)
- Comprehensive knowledge of concepts related to research methods and design
(reliability, validity, sampling, instrumentation, etc.)
- Knowledge of APA style
- Understanding ethics in research
Statistics:
- Comprehensive knowledge of basic and advanced level statistics
- Ability to identify appropriate analysis strategies
57
- Understanding the connection between research design and statistical analysis
Comprehensive exam questions will be constructed by the ECDE faculty, and all ECDE doctoral
students who sit for comprehensive exams will receive the same questions that semester.
Questions will change each semester. After completion of comprehensive exams each semester,
the questions used that semester will be made available in a binder titled “Sample
Comprehensive Exam Questions for ECDE Students.” This binder will be housed in the Family
Sciences office for students to view.
Day 1 and Day 2
Day 1 and Day 2 questions will be administered one week prior to the departmental writtens,
providing relief to the current issues with space limitations of the current space used to
administer departmental comprehensive exams. ECDE faculty will proctor Day 1 and Day 2.
Answers to Day 1 and Day 2 questions will be evaluated by the ECDE faculty and faculty will
evaluate the answers using an 80% metric (see rubrics). This means that the written answers will
need to meet the objectives of the question at an 80% level, rather than 100%. If a student passes
all four of the written answers at this 80% level, they may move on to “Day 3” (see “The New
Day 3” below). Students will be notified about the results of their Day 1 and Day 2 examinations
by departmental staff using the Comprehensive Examination Results Form.
If a student does not pass the written answers at an 80% level, he or she will be required either to
complete minor revisions within the same semester, or for more substantial errors, re-sit the
failed question(s) within one year of the first attempt. If a student passes 3 of the 4 questions at
the 80% level, but needs minor revisions on one answer, he or she may move on to Day 3 once
the minor revisions have been addressed to the satisfaction of the ECDE component faculty.
Students who have successfully addressed the revisions will receive a new Comprehensive
Examination Results Form signifying their readiness for Day 3. If revisions are not completed to
the satisfaction of the ECDE faculty by the deadline given, the student will be required to re-sit
those questions during the next semester in which comprehensive exams are offered.
A student must pass 3 of the 4 content areas in order to move forward to Day 3; therefore, if a
student passes only 1 or 2 questions at the 80% level, but it is determined revisions (minor or
major) are still required to pass the other 2 or 3, the student will be considered to have not passed
and be required to re-sit within one year of the original attempt. Any student who earns less than
15 points (60%) on any one section of the exam will have to re-sit the entire exam within one
year of the original exam date, even if the student passed the other three sections.
Students will be notified about the results of their Day 1 and Day 2 examinations by
departmental staff using the Comprehensive Examination Results Form (see appendix).
Recommendations will be made by the ECDE faculty to assist in preparation for the re-sit in the
form of a growth plan (see appendix).
Failure of written questions during a second sitting will result in dismissal from the program, per
departmental policy.
58
The new “DAY 3”:
Students will no longer provide an answer to the Philosophy of Science question.
Students who have passed the written comprehensive exams to the satisfaction of the ECDE
faculty will move on to “Day 3” in which they will be given a 5 day period to compose a mini-
research proposal. This 5 day period will be determined by the ECDE faculty and all students
moving on to Day 3 will be asked to begin their mini-proposal on the same day at the same time
and expected to work on this section as a “take home” exam. Students will create a mini
proposal as follows:
Mini Research Proposal:
- Mini proposal should include statement of a problem/issue, literature review, complete
method section, complete analysis strategy, and discussion of implications of expected
results
Students will continue to select 5 faculty members to serve on their degree plan committee
(advisor/committee chair plus 4 additional faculty members, at least two of whom must be from
the ECDE component). It will be this committee who will review and evaluate the completed
mini-proposal. At the conclusion of “Day 3” the committee chair will disseminate the completed
mini-proposal to the members of each student’s committee. Committee members will review and
evaluate the mini-proposal using the rubric and the student will arrange a time for the entire
committee to meet for the oral exam. These oral exams need not occur during the same weeks as
the traditional orals occur, but rather at the convenience of the committee and the student. During
the oral exam, the committee will ask the student questions about the mini proposal and make a
decision about the student’s pass/fail status of the oral at the conclusion of the meeting. Students
who pass the oral will move on to candidacy. Students who do not pass the oral will have to re-
sit Day 3 during the next semester in which comprehensive exams are offered.
Appeals
The ECDE faculty values a student’s right to appeal the decision of the component and/or the
student’s 5 person committee if it is not satisfactory to the student. Students who wish to appeal a
decision should follow the student appeals process provided by Academic Affairs available at
http://www.twu.edu/academic-affairs/academic-complaints-appeals.asp. Appeals should be
addressed to the entire committee responsible for the decision and follow all policies and
procedures of the appeals process. The committee whose decision has been appealed will meet
to discuss the appeal and determine an appropriate response through a majority (2/3) vote. This
response will go forward to the student.
Approved 11-4-15
Effective Spring 2016
Early Childhood Development and Education
Evaluation Criteria for Comprehensive Exams
CONTENT SPECIALTY Criteria Failed
Attempt
0
Below
Expectations
3
Meets
Expectation
4
Exceeds
Expectations
5
Comprehensive knowledge
of child development
Limited knowledge of child
development. Many relevant
pieces left out, information
may not be relevant to
question(s) asked, and there
are many errors in the
information presented.
Some knowledge of child
development, but several
relevant pieces are left out,
information may not be
relevant to question(s) asked,
and there are several errors in
the information presented.
Accurate knowledge of
child development relevant
to question(s) asked. A few
relevant pieces may be left
out, or a few minor errors
may be present.
Complete and accurate
knowledge of child
development relevant to
question(s) asked.
Application of child
development knowledge to
practice based work (child
care, education, family, or
agency)
No application of knowledge
to relevant practice based
work – OR – information
presented is irrelevant and
inaccurate.
Limited application of
knowledge to relevant practice
based work. Some
information may be irrelevant
or inaccurate.
Some application of
knowledge to relevant
practice based work.
Clear and comprehensive
application of knowledge to
relevant practice based
work.
Synthesis and integration
of content knowledge,
theory, and research
Information is presented in a
list-like manner with no
integration and connection of
ideas.
Minor integration of content
knowledge, theory, and
research, and a few ideas may
be connected, but no true
synthesis present.
Content knowledge, theory,
and research is fairly well
integrated, and most ideas
are connected.
Thorough integration of
content knowledge, theory,
and research. Ideas are well
connected.
Critical thinking and ability
to defend ideas and
arguments
Answer does not reflect
critical thinking, and most
ideas and arguments are not
properly justified.
Answer reflects some level of
critical thinking, but many
ideas and arguments are not
properly justified.
Answer reflects moderate
levels of critical thinking,
and most ideas and
arguments are properly
justified.
Answer reflects high levels
of critical thinking, and all
ideas and arguments are
properly justified.
Quality of written
communication, including
SYNTAX style.
Substantial grammar, spelling,
and SYNTAX errors, making
answers difficult to
understand.
No substantial grammar,
spelling, and SYNTAX
errors—answers are
readable and
understandable
TOTAL SCORE EARNED: /25
Student’s score on this section of the comprehensive exam will be calculated as an average of the scores submitted for this section by each of the ECDE
Comprehensive Exam Committee members.
Student must earn an average score of 20 points (80%) or above in order to pass this section.
60
Early Childhood Development and Education
Evaluation Criteria for Comprehensive Exams
THEORY
Criteria Failed
Attempt
0
Below
Expectations
3
Meets
Expectation
4
Exceeds
Expectations
5
Comprehensive
knowledge of theories
important to family
sciences
Limited knowledge of the
chosen theories. Many
relevant pieces left out, and
are many errors in the
information presented. Chosen
theories may not be
appropriate.
Some knowledge of the
chosen theories, but several
relevant pieces are left out,
and there are several errors in
the information presented.
Chosen theories are
appropriate.
Accurate knowledge of
theories presented. A few
relevant pieces may be left
out, or a few minor errors
may be present. Chosen
theories are appropriate.
Complete and accurate
knowledge of theories
presented. Chosen theories
are appropriate.
Application of theories
to research
No mention of the connection
between theories and research.
Limited knowledge of how
theories are derived from
research or how they are used
to guide research.
Basic knowledge of how
theories are derived from
research and are used to
guide research.
Comprehensive knowledge
of how theories are derived
from research and are used
to guide research.
Synthesis and integration
of information
Information is presented in a
list-like manner with no
integration and connection of
ideas.
Some information is
integrated, and a few ideas
may be connected, but no true
synthesis present.
Most information is well
integrated, and most ideas
are connected.
Information is well
integrated, and ideas are
well connected.
Critical thinking and
ability to defend ideas
and arguments
Answer does not reflect
critical thinking, and most
ideas and arguments are not
properly justified.
Answer reflects some level of
critical thinking, but many
ideas and arguments are not
properly justified.
Answer reflects moderate
levels of critical thinking,
and most ideas and
arguments are properly
justified.
Answer reflects high levels
of critical thinking, and all
ideas and arguments are
properly justified.
Quality of written
communication, and
style.
Substantial grammar, spelling,
and syntax errors, making
answers difficult to
understand.
No substantial grammar,
spelling, and syntax
errors—answers are
readable and
understandable
TOTAL SCORE EARNED: /25
Student’s score on this section of the comprehensive exam will be calculated as an average of the scores submitted for this section by each of the ECDE
Comprehensive Exam Committee members.
Student must earn an average score of 20 points (80%) or above in order to pass this section.
Approved 11-4-15
Effective Spring 2016
61
Early Childhood Development and Education
Evaluation Criteria for Comprehensive Exams
RESEARCH METHODS
Criteria Failed
Attempt
0
Below
Expectations
3
Meets
Expectation
4
Exceeds
Expectations
5
Knowledge of various types
of research designs (both
experimental and non-
experimental)
Substantial errors in
answers to questions
given. Shows great lack
of knowledge
Some knowledge
displayed, but errors in
several aspects of the
answers to the questions
given.
Accurate knowledge
demonstrated in answer
to questions given.
Complete and accurate
knowledge
demonstrated in answer
to the given questions.
Knowledge of various
research concepts (e.g.,
reliability, validity,
sampling, measurement)
Substantial errors in
descriptions of research
concepts. Shows great
lack of knowledge
Some knowledge of the
research concepts
presented, but errors in
several descriptions
Accurate knowledge of
most research concepts
presented (errors in no
more than one concept)
Complete and accurate
knowledge of all
research concepts
presented
Ability to discuss various
issues related to design types
and research concepts
Substantial errors in
answers to questions
given. Shows great lack
of ability to discuss and
integrate.
Some ability to discuss
displayed, but errors in
several aspects of the
answers to the questions
given.
Able to adequately
discuss issues in answer
to questions given.
Complete and accurate
ability to discuss issues
demonstrated in answer
to the given questions.
Understanding of ethical
considerations in research
Shows no real
understanding of ethical
considerations
Shows limited
understanding of ethical
considerations
For the most part shows
understanding of ethical
considerations
Clear understanding of
ethical considerations
Quality of written
communication, including
syntax.
Substantial grammar,
spelling, and syntax
errors, making answers
difficult to understand
No substantial
grammar, spelling, and
syntax errors—answers
are readable and
understandable
TOTAL SCORE EARNED: /25
Student’s score on this section of the comprehensive exam will be calculated as an average of the scores submitted for this section by each
of the ECDE Comprehensive Exam Committee members.
Student must earn an average score of 20 points (80%) or above in order to pass this section.
Approved 11-4-15
Effective Spring 2016
62
Early Childhood Development and Education
Evaluation Criteria for Comprehensive Exams
STATISTICS
Criteria Failed
Attempt
0
Below
Expectations
3
Meets
Expectation
4
Exceeds
Expectations
5
Knowledge of basic level
statistics (completeness and
accuracy of answers)
More than half of the
questions about basic
statistics answered
incorrectly
Substantial errors (more
than 2) in answering
questions about basic
statistics
Most questions related to
basic statistics answered
accurately (no more than
2 errors)
All questions related to
basic statistics
answered accurately
Knowledge of advanced
level statistics (completeness
and accuracy of answers)
More than half of the
questions about advanced
statistics answered
incorrectly
Substantial errors (more
than 2) in answering
questions about advanced
statistics
Most questions related to
advanced statistics
answered accurately (no
more than 2 errors)
All questions related to
advanced statistics
answered accurately
Ability to identify
appropriate analysis
strategies
More than half of the
analysis strategies
incorrectly identified
More than 2 errors in
identifying analysis
strategies
Most analysis strategies
identified accurately (no
more than 2 errors)
All analysis strategies
identified accurately
Understanding of the
connection between research
design and statistical
analysis
Shows no real
understanding of the
connection between
research design and
statistical analysis
Shows limited
understanding of
connection between
research design and
statistical analysis
For the most part shows
understanding of
connection between
research design and
statistical analysis
Clear understanding of
connection between
research design and
statistical analysis
Quality of written
communication
Substantial grammar,
spelling, and syntax
errors, making answers
difficult to understand
No substantial
grammar, spelling, and
syntax errors—answers
are readable and
understandable
TOTAL SCORE EARNED: /25
Student’s score on this section of the comprehensive exam will be calculated as an average of the scores submitted for this section by each
of the ECDE Comprehensive Exam Committee members.
Student must earn an average score of 20 points (80%) or above in order to pass this section.
Approved 11-4-15
Effective Spring 2016
63
ECDE COMPREHENSIVE EXAM
PROPOSAL SECTION
Student:
Exam start date: Deadline for exam return:
Please submit an electronic copy of your proposal to the FS graduate secretary, Tammie Retherford
([email protected]), by the deadline listed above. If the proposal is not submitted by the deadline, it will be
considered a failed attempt for this portion of the comprehensive exam.
Successful Completion
Successful completion of the oral defense and composition of the comprehensive exam proposal will be
determined by the student’s 5 person doctoral degree plan committee. Committee members will indicate
acceptance of this portion of the comprehensive exam by signing the student’s candidacy form, indicating
successful completion of comprehensive qualifying exams and admittance to doctoral candidacy.
Proposal Guidelines:
Choose a topic of interest and write a mini research proposal. Be sure to choose a topic that is specific enough to
investigate with one study. You may choose whether you want to do a quantitative or qualitative study. Since this
is a take-home assignment, you will have all of your resources available. However, the proposal should be
entirely your own work – you may not seek assistance from another individual. You are expected to follow the
university’s policy on academic integrity. Plagiarism, whether intentional or unintentional, will result in
automatic failure of this portion of the comprehensive exam.
Your proposal should address the elements included below depending on your choice of a quantitative or
qualitative approach. Given the in-depth nature of the proposal, it is expected to be at least 20 pages in length and
contain no less than 15 scholarly references. References should include mostly recent sources (published in the
last 5-10 years), although seminal references are allowed. A formative evaluation of your mini-proposal will be
made guided by the performance criteria included in the rubric at the end of this document.
Quantitative Proposal Elements:
➢ Description of the problem
o Clearly defined purpose, emphasizing practical outcomes or products
o List of research questions or hypotheses to be tested
o Rationale or theoretical framework
o Definitions of key terms
o Scope and delimitations
➢ Review of related literature
o Introduction explaining the importance of the issue o Theoretical approach or framework
o In-depth review of the related literature, including appropriate references
➢ Methodology
o Research design
o Identification of population
o Description of sampling technique
o Estimate of sample size o Plans for informed consent
o Protections for participants
o Approval to conduct research
o Methods for assigning participants to treatment groups (if using an experimental design)
64
o Instruments for data collection
o Variables to be measured
o Considerations of validity and reliability
o Length of time required for the study
o Scheduling procedures for pre/post testing, interviews, focus groups (if applicable)
➢ Plans for Analysis of Data
o Methods for analyzing demographic data (be specific)
o Analysis of measurements collected
o Coding of data
o Statistical procedures (be specific)
o Plans for presenting data results
o Explanation of how the data analysis matches the research questions, tests the hypotheses, or
meets the stated objectives
➢ Discussion of implications of expected results
o Expected results
o Implications of findings
o Importance of topic and expected findings
Qualitative Proposal Elements:
➢ Description of the problem
o Clearly defined purpose, emphasizing practical outcomes or products
o Rationale for study
o Research question(s)
o Theoretical framework
o Researcher bias/assumptions
o Definitions of key terms
➢ Review of related literature
o Introduction explaining the importance of the issue
o Theoretical approach or framework
o In-depth review of the related literature, including appropriate references
➢ Methodology
o Method of the study (Qualitative inquiry framework related to disciplinary roots)
o Guiding Question
o Participants/Respondents/Key informants
o Research setting/Field site description
o Role of the researcher
o Researcher biography (includes aspects of and relationship to the theoretical frame) o Credibility/Trustworthiness
o Ethical considerations of the study
➢ Data Collection and Plan of Analysis Overview
o Data Management and Organization
o Triangulating the Data Collection
▪ Data sources
▪ Recording the data ▪ Phases (separately I, II, III etc)
o Triangulating the Data Analysis
▪ Coding
▪ Member checking
65
▪ Using your theory to analyze your data
▪ Using current and relevant literature to triangulate your analysis
o Timeline of the Study
66
Comprehensive Qualifying Exam Proposal Rubric
Performance Indicators
4 = Exemplary - Exceeds almost all criteria
3 = Accomplished - Met and exceed criteria in many areas
2 = Met Expectation - Includes each section of the key criteria, room for development
1= Emerging characteristics present - Almost meets expectations
0 = Not present - Does not meet expectations
Development of the Problem/
Background Expectation 0 1 2 3 4 (Circle One)
A coherent persuasive argument,
grounded in theory and research
ending in a clear purpose.
Attributes
Clarity
Coherence
Persuasive
States the position of the study in an authentic context
connected to theory and research.
Comments
Explains key terms and concepts.
Delineates and orders reasons/rationales in the
problem statement.
Reasons lead to an assertion showing the need for the
study in the field of study.
Identifies what the intended research intends to find or
show.
Positions the research in terms of methods.
Purpose/
Questions/
Significance
Expectation 0 1 2 3 4 (Circle One)
Contribution, relevance and
uniqueness to the body of knowledge
in the field of study.
Attributes
Clarity
Coherence
Relevance & Uniqueness
Connects question to problem Comments
Concepts/terms in the questions are based on the
problem statement and are rhetorically consistent.
States question in manner consistent with proposed
methodology
Explains what makes the study different from
previous research.
Explains how the study will add to the body of
knowledge in the field of study.
Review of Literature Expectation 0 1 2 3 4 (Circle One)
A coherent analytical argument,
grounded in theory and research.
Attributes
Comprehensive Analytical
Evaluative
Persuasive
Identifies and explains the theoretical framework of
the study.
Comments
Identifies and discusses key landmark studies on the
topic.
Evaluates the information and shows how the studies
were scrutinized
Delineates and orders patterns and themes in a
manner that creates a cohesive argument.
Comes to justified conclusions based on information
provided in the analysis
Connects analysis and conclusion to the research
problem.
Summarizes, paraphrases, and quotes sources
appropriately.
Methodology Expectation 0 1 2 3 4 (Circle
67
One)
A coherent explanation of research
design.
Attributes
Specificity
Clarity
Coherence
Presentation
Realistic
Identifies and provides a rationale for the research
design.
Comments
Delineates and justifies the who, where, and when of
the study.
Explains data collection procedures / tools.
Elucidates methods and data analysis procedures.
Presents plan to ensure credibility, trustworthiness,
reliability or validity.
Defines plan for data analysis.
Includes a realistic timeframe
Surface Features Expectation 0 1 2 3 4 (Circle
One)
Attributes
Organization
Adherence to
Convention
Coherence
Clarity
Applies appropriate style manual (e.g. APA). Comments
Uses grammar, punctuation, and spelling in an almost
error free manner.
Uses charts, tables, figures, graphs and other forms
visual representation of information to support and/or
illustrate the purpose.
Utilizes grammatical structures (e.g. active voice and
lack of “to be” verbs) to communicate messages with
clarity.
Provides organizational structure that enhances clear
communication of ideas.
Definitions of Attributes
Clarity – qualities of being clearly expressed, direct and explicit
Coherence - the consistent and smooth integration of the text's various sections with continuity across all sections
of the proposal
Persuasive tone – tone is confident, passionate while avoiding arrogance and apology
Specificity – detailed, avoiding vagueness
Relevance & uniqueness – applicability to or connection with theory, research and real-world issues
Comprehensive – complete, thorough, and inclusive of multiple perspectives
Analytical – examines the detail in order to understand the content better or discover more about it
Evaluative – relating to or based on an examination and judgment of the value, quality or importance of the
content
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Persuasive content – to make someone believe something, especially by giving good reasons for doing so making
something believable
Presentation – supportive physical appearance
Realistic – achievable and possible
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Dissertation Guidelines
The following guidelines reflect multiple TWU resources, including: (1) Graduate School
policies and procedures, (2) Department of Family Sciences policies and procedures, and (3)
ECDE program processes. These guidelines are presented here in order for doctoral students
to understand how to proceed with dissertation. Your ECDE advisor may have additional
ideas and advice about how to proceed with authoring your dissertation. You should work
with your advisor closely in planning each of the steps below.
In addition, your dissertation should reflect the highest standards of research and scholarship
and should make a meaningful contribution to knowledge in the field of ECDE.
Consequently, each of these works must conform to the most rigorous standards of content,
style, and format. Throughout the dissertation writing process, you will be working closely
with your committee chair (hereafter referred to as “chair”), who will help you to divide the
dissertation tasks into manageable steps, and to plan a realistic timeline, requiring a minimum
of two semesters. After completion of all coursework and successful completion of the
comprehensive exams, you will be notified by the Graduate School that you have been
approved for Advancement to Candidacy for the doctoral degree. At this point you may
propose your dissertation.
Step 1: Contact your chair. This faculty member will serve as both your academic chair and
as the major professor supervising your dissertation. (Note: Students are allowed to change
members of their committee and even their chair throughout the process using the Change
of Committee form—see appendix).
Step 2: Select a dissertation topic with the assistance of your chair.
Step 3: Select a dissertation committee. The dissertation committee consists of a minimum of
three faculty members, your chair and two others. At least two members must be ECDE
component faculty members. It is recommended that you consult with your chair about who to
choose to serve on your doctoral committee and that you ask faculty who are knowledgeable
about your area of
research.
Step 4. Involvement of the Dissertation Committee. Each individual student and his or her
chair should determine the role of the dissertation committee. Most often, the dissertation
committee is involved only when needed, and at the proposal and defense stages.
However, some students and their advisors may prefer that the dissertation committee be
more closely involved throughout the process, such as reviewing the student's dissertation
midway through the writing process. It is recommended that early in the process the
student and his or her committee determines how the student can be best supported.
Ultimately, the role of the dissertation committee should be determined by the individual
student, their advisor, and the committee.
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Step 5: Develop and Present the Dissertation Proposal in conjunction with and approved by
your chair. See “Dissertation Proposal Process” in Section VI of the doctoral handbook for
more on this process.
Step 6: Submit an IRB application. The student’s chair must approve the protocol for the
Institutional Review Board (IRB).After the committee has approved the proposal, the student
will submit an IRB application for the study. This application will need to be signed by you,
your chair, and the Department of Family Sciences chair. The department chair generally needs
3 working days to read the application. If the department chair requests that changes be made to
the application, the committee chair will check it again after you make the needed changes, and
the department chair will then need time to approve the revised application. The department will
forward the application to
IRB after the department chair approves and signs it.
Note: The Graduate School and IRB requires each student to complete research and
human subjects training. The Graduate School requires the Responsible Conduct of
Research (RCR) training through the Collaborative Institutional Training Initiative
(CITI). The IRB requires a current human subjects training through either NIH or CITI
Social and Behavioral within the last 3 years. Certificates of completion for the human
subjects training for both you and your chair must be attached to your Institutional
Review Board (IRB) application.
Step 7: Submit the Prospectus, the signed prospectus cover sheet, the RCR certificate, and
approved IRB protocol to the graduate school. The prospectus should be no longer than ten
pages, follow the formatting described in the TWU Guide, and briefly identify the tentative
title, purpose, reason for the study’s validity or significance, and research methodology to be
employed. Data collection cannot occur until the prospectus is approved by the Graduate
School.
Step 8: Once IRB and Graduate School approval is received, you may begin to collect,
analyze, and interpret data under the direction of your chair.
Step 9: Write the Dissertation. Preparation is your sole responsibility, but it is expected
that your chair will closely supervise the process.
Step 10: Schedule a Dissertation Consultation through the Graduate School to check on
formatting requirements. Further information about this can be found on the Graduate School
website.
Step 11: Schedule the Dissertation Defense (i.e., Final Oral Examinations) with the
committee. (The dissertation chair must approve the final copy of the dissertation before it is
submitted to the committee members.) Reserve a room for the defense with staff in the
department main office. Turn in a final copy of the dissertation to the committee at least ten
working days prior to the defense date for them to read, along with the Meeting Notification
form. A copy of the Dissertation must also be placed in HDB 115 for all Family Sciences
Faculty to review.
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Step 12: Complete a dissertation defense announcement and post announcements in HDB and
other locations as directed by your major professor.
Step 13: Complete oral examination (dissertation defense) of the dissertation by your
committee. Come prepared with the Certificate of Final Exam for committee signatures. See
the process of dissertation defense in Section VI for more detailed information on the
dissertation defense policies and process. Step 14: Complete requested edits of the committee
from the dissertation defense. After the committee is satisfied with completion of all
requested edits, the committee will sign the dissertation signature page.
Step 15: Submit a final copy of the dissertation to the Graduate School (along with completed
signature page, signed Certificate of Final Examination [see appendix], Fee Sheet [see
appendix] and payment, and Release Form [see appendix]) by the semester deadline. The
graduate school requires a digital paper submission and the Department of Family Sciences
requires a hard copy paper submission (on bond paper with the following properties:
minimum 25% cotton, 20lb. weight, white). Students should consult with the Graduate
School for any other paperwork requirements, and the forms that must be turned in can be
found on the Graduate School website.
Note to Students: Completing a dissertation is a scientific research process. While it is a
learning process, scientific research is not a predictable process, precisely because cutting-
edge research is leading you into the unknown. Specifically, you cannot develop a survey, for
example, and guarantee that the survey and/or your analyses will be completed within a
certain number of months. Unexpected or unanticipated delays often occur that delay the
completion of the research. Furthermore, faculty serves in a quality control role. Sometimes,
quality control issues arise after research has been planned and cause delays in the research
process. Faculty members have the right to insist on corrections or improvements to the
process as part of the dissertation/degree requirements, even if those changes delay the
process. Faculty members have an obligation of quality control on all research projects,
regardless of any ensuing inconvenience to them or to their student(s).
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Department of Family Sciences Dissertation Proposal Process
The below policy may also be found at: http://www.twu.edu/family-sciences/forms.asp
Prior to the preparation of the dissertation research proposal, the student will have successfully
completed the comprehensive examination and be admitted to candidacy by the Graduate School
of the University.
I. The Process Leading Up to the Proposal Meeting
The candidate will work closely with his/her committee chair to determine the
appropriateness of setting a meeting date. After consulting with the committee
members, the student will set a date and time for the meeting. The chair will give
committee members at least ten (10) working days to read the proposal.
No meetings will be held after the “final meeting day” for each semester as
determined by the faculty of the Department. (The final day for meetings is typically
two weeks prior to when all documents are due in the Graduate School Office in order
to meet the requirements for graduation that semester.)
The candidate is to enroll for three credits of FS 6983 with the chair during the
semester he/she presents. The candidate cannot present his/her proposal if he/she is not
currently enrolled for dissertation.
The document must be completed prior to the meeting. The document will not be
distributed unless approved by the committee chair.
The length of the proposal is determined by the chair of the student’s committee. The
usual procedure is to give the committee members a complete version of the first three
chapters of the dissertation. The proposal should be complete enough to convince the
committee of the appropriateness of the research design, the thoroughness of the
review of the literature, and the feasibility of the study. The proposal should also
contain a strong rationale for conducting the study with implications for the
profession. The proposal should include a final draft of the research instruments to be
used.
The committee chair is responsible to see that all TWU Graduate School, College, and
Department guidelines are followed during the proposal process. The committee has
the right to change and correct the document by majority vote.
The committee also retains the right to request additions to the document both prior to
and following the meeting. Any conditions set by the committee must be met and
approved by the committee chair prior to any attempts to obtain signatures of the
committee members, the chair, the department chair, the dean, and the graduate school
officials.
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II. Prior to the Proposal Meeting
The candidate is to contact the Department office to reserve a room for the
meeting.
The candidate is responsible for sending the Meeting Notification Form
(available on the department website) and the final copy of the complete
proposal to each committee member at least 10 working days prior to the
meeting.
II. The Dissertation Proposal Meeting
A. The candidate is to dress professionally for this event. Business attire is
appropriate. Jeans, open shirts, sport shoes, shorts, etc. are not appropriate.
B. The Proposal Presentation (approximately 2 hours):
Part I (15-20 minutes): The candidate is introduced by the chair. The candidate
then presents an overview of the document. Use of audio-visual aids (as a
conceptual framework or chart of the relationship of variable and hypothesis) is
encouraged. The candidate is to present his/her proposal and plan for research.
Part II (approximately 30 minutes): The committee members question the
candidate’s document and research design. Clarifying questions are encouraged.
Part III (indefinite time): The committee dismisses the candidate and discusses
the proposal. Part IV (as needed): The committee informs the candidate of its decisions
regarding the proposal and any necessary changes that must be made before they
will sign the document.
C. The Committee:
1. A proposal meeting will not be held without written input from all
three members of the doctoral committee. If fewer than three
members are present, then the chair will have the option of
suspending the process and the candidate will reschedule the
meeting.
2. All committee members present for the meeting will have read the
document prior to the presentation.
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III. Institutional Review Board
After approval of the committee, the student is responsible for following the guidelines
to obtain approval from the Institutional Review Board (IRB) of the university. Both
the chair and the student must have completed the Human Participants Protection
Education for Research Teams online course through the TWU Graduate School.
Copies of the completion certificates must be attached to the IRB application.
IV. Graduate School Approval
After approval of the IRB, the student is responsible for preparing a condensed (10-
page maximum) version for the Graduate School. The signature page from the
committee, the approval page from the IRB, and the condensed version of the proposal
are sent to the Graduate School for approval. Once approval is obtained from the IRB
and the Graduate School, the research may be begun.
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Checklist for Dissertation Proposal Approval
Department of Family Sciences
Texas Woman’s University
Candidate enrolls in the appropriate section of FS 6983. At this time, the
candidate and chair to over university requirements and deadlines for the semester and
graduation.
Student completes required Human Participants Protection Education for Research
Teams online course through Graduate School and copies certificate of completion.
Draft of the completed proposal, including all research instruments and complete
reference list, is submitted to the chair, meeting semester deadlines.
(The chair may agree to read and approve chapters of the proposal separately.)
Chair approves the time, date, and setting of the meeting.
Candidate sets meeting date and time with each committee member.
Candidate reserves room of adequate size through the Department office.
Final draft of the completed document, accompanied by Meeting Notification
Form, is submitted to the chair and to each committee member, allowing a
minimum of ten (10) working days for review prior to the proposal meeting.
Candidate reserves and secures any audio-visual equipment he/she needs for the
meeting.
Candidate has signature pages (in correct form) and a black ink pen at the
meeting.
Candidate submits appropriate forms to IRB and obtains approval.
Candidate prepares condensed version of proposal and submits signature page,
condensed proposal, and IRB letter of approval to Graduate School.
Candidate begins and conducts research.
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Department of Family Sciences Dissertation Defense Process The below policy may also be found at: http://www.twu.edu/family-sciences/forms.asp
The defense of the dissertation is the apex of one’s research career as a doctoral
student. It is a rite of passage, a change in status from student to scholar and peer. It is
also a showcase for important research that has been conducted under watchful tutelage
and careful scholarly guidance. Because of the magnitude of
this event, the process is important to insure fairness to the candidate and
completion of the requirements for the Doctor of Philosophy degree.
This document has been created to add structure, rigor, and consistency to the
defense process.
I. The Process Leading Up to the Defense
The candidate will work closely with his/her committee chair (hereafter:
“chair”) to determine the appropriateness of setting a defense date. The chair
will give committee members ten (10) working days to read the final draft of the
dissertation. After consulting with the committee members,
the student will set a date and time for the defense. The defense abstract
(see II, B, #1) must be posted for two weeks prior to the defense.
No defenses will be held after the “final meeting day” for each semester as
determined by the faculty of the Department. (The final day for meetings
is typically the week when all documents are due in the Graduate School
Office in order to meet the requirements for graduation that semester.)
The candidate is to enroll for three credits of FS 6993 with the chair
during the semester s/he defends. The candidate cannot defend his/her
document if s/he is not currently enrolled for dissertation.
The committee chair is responsible to see that all TWU, College, and Department
guidelines are followed during the defense process.
The document must be completed prior to the defense. The committee has the
right to change and correct the document by majority vote. The committee also
retains the right to request additions to the document both prior to and
following the defense. Any conditions set by the committee must be met and
approved by the committee chair prior to any attempts to obtain signatures of
the committee members, the chair, the department chair, the dean, and the
graduate school officials. The document will not be distributed unless approved
by the committee chair.
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Prior to the Defense
A. The candidate is to contact the Department office to reserve a room for the
defense. The room must have a capacity of at least 20 persons.
B. Defense Abstract
1. Two (2) weeks prior to the defense, the candidate will provide the
committee chair with a proposed defense abstract. After approval by the
chair, the candidate will provide the Department with twenty (20)
copies of a defense abstract (see attached for an example of the correct
form to be used). This abstract will contain the following:
• candidate’s name
• candidate’s degrees
• title of the dissertation
• committee chair(s) and members
• location of the defense
• time and date of the defense
• a short biographical sketch of the candidate (in paragraph form)
not to exceed 100 words
• an abstract of the document not less than 150 words and not to
exceed 250 words. The abstract should outline the purpose of the
study, the research design, the results, and some notable
conclusions.
These abstracts will be approved for posting by the Department and the
University. The candidate will then post them on appropriate public
bulletin boards across the University, with no fewer than five posted
within the building housing the Department.
C. The candidate will provide a copy of the complete next-to-final or defense draft
of the dissertation to the Department office at least ten working days prior to the
defense for public scrutiny. (This should be given to the Department at the same
time the Committee members receive their
defense draft.)
The Department Chair will receive a defense draft of the dissertation ten
working days prior to the defense for public scrutiny.
III. The Dissertation Defense
A. The candidate is to dress professionally for this event. Business attire is
appropriate. Jeans, open shirts, sport shoes, shorts, etc. are not appropriate.
B. The document is to be completed prior to the defense. Additions to the
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text are not to be presented during this meeting; instead, additions, changes,
and appendices are to be presented to the chair if the candidate feels they are
crucial to the defense itself. The chair is then to decide if the defense should
be held with or without the documents or postponed until the committee has
time to review the additions and changes.
C. The defense is to be open to the academy. Visitors will be allowed to attend
Parts I and II of the defense and will be dismissed for Parts III, IV, and V.
D. The Defense (approximately 2 hours):
Part I (10-20 minutes): The candidate is introduced by the chair. The candidate
then presents an overview of the document. Emphasis should be placed on
chapters 4 and 5. Use of audio-visual aids is encouraged. The candidate is to
“defend” his/her findings as relevant and appropriate.
Part II (10 minutes): The audience is allowed to question the candidate’s document and conclusions. Clarifying questions are encouraged.
Confrontational questions will be fielded by the chair wherever s/he feels they
are inappropriate.
Part III (indefinite time): The committee meets alone with the candidate to
question his/her methodology, results, and conclusions.
Part IV (indefinite time): The committee dismisses the candidate and
discusses the defense.
Part V (as needed): The committee informs the candidate of its decisions
regarding the document and any necessary changes that must be made before
they will sign the document.
E. The Committee:
1. A defense will not be held without three members of the doctoral
committee present in the room for the duration of the process. If fewer
than three members are present, then the chair will suspend the process
and the candidate will reschedule the defense.
2. All committee members present for the defense will have read the
document prior to the defense.
F. The Signature Pages
The candidate is responsible for providing the appropriate signature pages at the
completion of the defense. University guidelines regarding style and paper are to
be followed. The candidate should also provide a black ink pen for signatures.
79
CHECKLIST FOR THE DISSERTATION DEFENSE Department of Family Sciences
Texas Woman's University
Candidate enrolls with the chair in the appropriate hours of FS 6993 this semester
and FS 6983 previously. At this time, the candidate and chair go over university
requirements and deadlines for graduation.
Draft of the completed document is submitted to the chair for approval, meeting
semester deadlines.
Next-to-Final draft of the completed document is submitted to the chair, to each
committee member, and to the Departmental Chair/Office allowing a minimum of ten
(10) working days for review prior to the defense.
Next-to-Final draft of the completed document is submitted to the Senior
Graduate Services Analyst in the Graduate School who is available to check required
format and to advise about the final printing and type of paper required, etc.
Chair approves the time, date, and setting of the defense.
Candidate sets defense with each committee member.
Candidate reserves room of adequate size for the defense through the Dept. office.
Candidate submits proof of his/her “defense abstract” to the chair for approval
prior to duplication and posting.
Candidate posts a minimum of 20 defense abstracts on campus.
Candidate provides a copy of the next-to-final draft of the document to the
Department office for public scrutiny.
Candidate reserves and secures any audio-visual equipment s/he needs for the
defense.
Candidate inspects the room prior to the meeting to make sure there are adequate
chairs and to test the audio-visual equipment.
Candidate has signature pages (in correct form) and a black ink pen at the
defense.
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DEPARTMENT OF FAMILY SCIENCES
DISSERTATION DEFENSE
Name, Previous degrees (B.S., M.S., for example)
Ph.D. Candidate, Degree program (Early Child Development and Education, Family
Studies, or Family
Therapy)
TITLE OF DISSERTATION
Faculty Committee Chair Name, Degree, Chair Faculty
Committee Member Name, Degree, Member Faculty
Committee Member Name, Degree, Member
Human Development Building (HDB)
Room
Date, Time
All TWU faculty, staff, and students are invited to attend.
ABSTRACT
(Include a 150-250 word abstract of the study. The abstract should outline the purpose of the
study, the research design, the results, and some notable conclusions.)
Biographical Information (Include information about previous degrees, current professional information, research or
clinical interests, publications, and other personal information deemed appropriate within
approximately 100 words.) (Note: All information should fit on one page.)
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Section VI: Graduation
Applying for Graduation The below information may also be found at: http://catalog.twu.edu/graduate/graduate-
school/academic-information/information-graduating-students/
The calendar of Graduation Deadlines (http://www.twu.edu/gradschool/degree-completion/) for
graduating students is issued by the Graduate School each semester.
A graduation checklist (http://www.twu.edu/gradschool/degree-completion/) that identifies all
requirements and forms that must be completed for graduation is available on the Graduate
School website.
Students must be enrolled in the term in which they are graduating. A student who is graduating
must apply online for graduation no later than:
• the 12th class day of Fall semester for December graduation
• the 12th class day of Spring semester for May graduation
• the 12th class day of Summer semester for August graduation. (Note: August doctoral
graduates may participate in December commencement only. August master’s graduates
may choose to participate in May or December commencement. If participating in the
May commencement, students must apply by the May graduation deadline. The term
‘graduation’ refers to degree completion and conferral; the ceremony is called
‘commencement’. Although students completing master’s degrees in August may elect
to participate in May commencement, they do not graduate until August.)
A student cannot apply for graduation while on academic probation. A student must clear her or
his probationary status during her or his next semester of enrollment, during which she or he can
apply for early deadline (http://www.twu.edu/gradschool/forms/) or apply for the following
semester's graduation date.
Late applications for graduation are not accepted. Applications must be received by the deadline
in order to start the audit approval processes. Students that do not meet the deadline may
consider early deadline (http://www.twu.edu/gradschool/forms/) to save on enrollment costs for
the next semester.
A student cannot graduate with a grade of Incomplete on her or his transcript. This applies even
if the 'I' grade is in a course unrelated to the student's degree plan.
If a student who has applied to graduate determines he or she is not able to meet the submission
deadline, which is the last day to file documents required for graduation with the Graduate
School, then he or she may request to 'rollover' his or her application for graduation to a future
semester by submitting the Rollover Form, available on the Graduate School website
82
(http://www.twu.edu/gradschool/forms/). This request must be completed by the 'rollover'
deadline which is two weeks prior to the submission deadline. By meeting the 'rollover'
deadline, the student does not have to reapply for graduation or pay another application fee.
After the 'rollover' deadline, any student who is unable to meet the submission deadline must
reapply online for graduation and pay another application fee. A student may request to
'rollover' her or his application twice. After two 'rollovers' have been granted, any failure to meet
the submission deadline will result in the student being removed from the graduation list and will
require the student to reapply for graduation and pay another application fee.
The State of Texas requirement that a student be enrolled in the term in which she or he is
graduating may be waived only if all the following criteria are met on or before the Friday prior
to the start date of the next term:
All degree requirements must be met:
• An Early Deadline form (http://www.twu.edu/gradschool/forms/) must be submitted to
the Graduate School;
• All forms and documents, including thesis or dissertation if applicable, must be submitted
to and approved by the Graduate School;
• An application for graduation must be submitted for the graduating semester, which is the
next term, and the application fee must be paid.
The student will have their degree conferred at the end of that semester. Students can request, in
writing, a letter of completion from the Graduate School stating that all degree requirements
have been met along with the official date the degree will be conferred. In addition, the request
for a letter of completion must include:
1. the student's name and ID number;
2. the names and addresses where the letter is to be sent; and
3. a request that a copy be sent to the student via email or hard copy.
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Appendix A: Forms for Master’s Students
Note: The student is ultimately responsible for obtaining the most current and up-to-date forms
from the relevant TWU website.
The following forms are housed in the Graduate School and may be found at the following
website: https://www.twu.edu/gradschool/forms/
1. Master’s Degree Plan
2. Certificate of Final Examination
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Appendix B: Forms for Doctoral Students
Note: The student is ultimately responsible for obtaining the most current and up-to-date forms
from the relevant TWU website.
The following forms are housed in the Graduate School and may be found at the following
website: https://www.twu.edu/gradschool/forms/
1. Doctoral Degree Plan
2. Certificate of Final Examination
3. Dissertation Fee Sheet
4. Dissertation Release Form
The following forms are housed in the Department of Family Sciences and may be found at the
following website: http://www.twu.edu/family-sciences/forms.asp
1. Comprehensive Examination Student Application Form
2. Dissertation Committee Form
3. Dissertation Proposal Review Form
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Appendix C: General Forms
Note: The student is ultimately responsible for obtaining the most current and up-to-date forms
from the relevant TWU website.
The following forms are housed in the Graduate School and may be found at the following
website: https://www.twu.edu/gradschool/forms/
1. Change in Degree Plan
2. Graduation Checklist
The following forms are housed in the Department of Family Sciences and may be found at the
following website: http://www.twu.edu/family-sciences/forms.asp
1. Change of Graduate Advisor Form
2. Change in Committee Form
3. Meeting Notification Form
4. Student Behavior Concern Form: http://www.twu.edu/family-sciences/policies.asp
For policies, forms, and procedures related to Academic and Administrative Complaints and
Appeals, please visit the following website: http://www.twu.edu/academic-affairs/academic-
complaints-appeals.asp
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ECDE Graduate Student Handbook Acknowledgement Form
By signing below, I acknowledge the following:
1. I have read the ECDE Graduate Student Handbook and am familiar with its contents.
2. I understand that the ECDE Graduate Student Handbook is a supplement to the TWU Graduate Catalog and the TWU Student Handbook.
3. I understand that I am responsible for the policies and procedures stipulated in this handbook, as well as the in TWU Graduate Catalog and the TWU Student Handbook.
4. I understand that changes may be made to the ECDE Graduate Student Handbook over time. I understand that changes to University policies supersede policies contained in the handbook. I understand that the most current version of the handbook is available on the TWU Family Sciences website.
Student Name (Print)
Student Signature
Date
TWU Student ID
TWU E-mail Address
Please submit completed forms to the Family Sciences Department Office.
