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Ph.D. in Qualitative Research and Evaluation Methodologies Graduate Handbook
Department of Lifelong Education, Administration, and Policy
College of Education
Last updated October 29, 2018 Students admitted 2019 and later
University of Georgia, Athens, Georgia
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Table of Contents
Welcome ........................................................................................................................................................................ 3
Program Overview ......................................................................................................................................................... 4
Program Mission ............................................................................................................................................................ 4
Programs Offered .......................................................................................................................................................... 4
Ph.D. in Qualitative Research and Evaluation Methodologies ...................................................................................... 5
Program of Study ........................................................................................................................................................... 5
Appointing an Advisory Committee ........................................................................................................................... 8
Milestones in the doctoral Program .......................................................................................................................... 9
Internship .................................................................................................................................................................... 13
Guide to Publishable Article Requirement .................................................................................................................. 16
Annual reviews ............................................................................................................................................................ 17
Satisfactory Progress ............................................................................................................................................... 19
APPENDIX A: QUALITATIVE COURSE OFFERINGS AND DESCRIPTIONS ................................................................... 20
APPENDIX B: Advisement Form ................................................................................................................................... 24
APPENDIX C: Internship — Information for Site Supervisors ...................................................................................... 26
APPENDIX D: Sample Internship Learning Agreement ................................................................................................ 27
APPENDIX E: Agreement for Internship Study ............................................................................................................. 28
APPENDIX F: Evaluation of the Intern by Site Supervisor ............................................................................................ 30
APPENDIX G: Evaluation of Internship by Intern ......................................................................................................... 31
APPENDIX H : Cover Sheet for Ph.D. Article Proposal ................................................................................................. 32
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WELCOME
Dear Graduate Student,
Welcome to the University of Georgia’s Qualitative Research Program, a part of the Department of Lifelong
Education, Administration, and Policy in the College of Education. Our program is known nationally for outstanding
scholarship, teaching and excellence in qualitative research methodologies.
Our program is designed to prepare researchers and research methodologists to study and develop methods for
conducting empirical and conceptual social science research in education and other social science fields. The Ph.D.
in Research and Evaluation Methodologies degree consists of focused coursework and individual supervised
research with faculty mentors.
As a graduate student, you have been assigned an academic advisor; however, you should assume responsibility
for your own progress. Please remain in contact with your advisor to inform her or him of your progress and
request advice and assistance as needed. We have an investment in you and we are interested in your education
and success.
We hope the relationships established in our program produce positive outcomes for both students and faculty
alike. We are excited to add your unique talents and perspective to our collective. Welcome to the program and
we look forward to working with you.
Sincerely,
Program Faculty
Kathleen deMarrais
Melissa Freeman
Jori Hall
Trena Paulus
Kathryn Roulston
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PROGRAM OVERVIEW
Graduate students in Qualitative Research and Evaluation Methodologies enter our program with a variety of
educational backgrounds and professional experience. We view this as an asset that contributes to the strength
and diversity of our program and our field. Our goals in the graduate program center on the knowledge and
capabilities that each student will have as they leave our program, not only what they bring with them as they
enter the program. While we have some common standards and expectations for all students, students may
individualize their programs of study in order to obtain the graduate education that best meets their interests and
career aspirations.
PROGRAM MISSION
The mission of the Qualitative Research Program is to foster scholarship in research design and prepare qualitative
research methodologists. Graduates from the program have the knowledge and skills to design, critique, and
implement high quality research and evaluation studies. Our program advances the field of interdisciplinary
qualitative research design and methods, such as ethnography, historical methods, ethnomethodological analysis
of texts and talk‐in‐interaction, narrative methods, hermeneutics, case study, poststructural approaches, arts‐
based inquiry, and participatory action research. We prepare exceptional teachers of theoretically grounded
research design for academic positions as well as researchers for other institutions and agencies. We provide
coursework and mentoring for students across the university who apply qualitative and multimethods research in
their fields. The program is a center of global outreach for scholarship and pedagogy in qualitative research and
evaluation design.
PROGRAMS OFFERED
The Qualitative Research program offers a Ph.D. degree in Qualitative Research and Evaluation Methodologies
(QREM) and an Interdisciplinary Qualitative Studies Certificate.
The Ph. D. in QREM is a doctoral degree representing the highest level of scholarship. It requires
extensive study in research methodologies and supporting theories. Students must pass a comprehensive
written and oral examination and successfully defend a dissertation that makes a significant contribution
to the understanding of research methodologies. Students who complete the degree requirements with
the inclusion of taking QUAL 9400 will also receive the Interdisciplinary Qualitative Studies Graduate
Certificate.
The Interdisciplinary Qualitative Studies Graduate Certificate is an educational program designed to
engage students in the study of qualitative research methodologies and theories.
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PH.D. IN QUALITATIVE RESEARCH AND EVALUATION METHODOLOGIES
Students come into the doctoral program with a variety of backgrounds and have diverse career interests that will
take them into professional and academic settings. Graduates of our Ph.D. program are expected to be proficient
in a variety of research methods and theories, to have developed a strong interdisciplinary perspective that adds
to their understanding of qualitative methods and program evaluation, and to be competent in methodological
inquiry and the design of research studies. A well‐prepared and well‐organized student can fulfill coursework
requirements in two years and receive the degree in three to four years (depending on the length of time required
to complete dissertation research).
There are five parts to the doctoral curriculum. As a student you will:
1. Take core coursework in qualitative approaches to research and evaluation and elective
coursework. You will work with your major professor and advisory committee to design a
coherent program of study that prepares you for your career goals.
2. Complete written comprehensive examinations and defend these orally.
3. Complete an independent research project culminating in a publishable paper.
4. Develop a prospectus for dissertation research that is orally defended.
5. Conduct an independent dissertation research project that demonstrates theoretical and
methodological sophistication and innovation that contributes to the study of research
methodology.
PROGRAM OF STUDY
The PhD. Degree is a 54‐credit hour degree program in which students engage in advanced study of qualitative
theories and methods, mixed methods, and approaches to evaluation.
Core Coursework 21 hours
Research Seminar 3 hours
Elective Coursework 18 hours
Internship 6 hours
Doctoral hours Minimum of 3 hours
Dissertation Minimum of 3 hours
TOTAL 54 hours
Courses should be selected through discussion with the student's major professor and program advisory
committee. A full listing of Qualitative Research and Evaluation Methodologies courses is available online at
http://bulletin.uga.edu and in the appendix.
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REQUIREMENTS FOR THE PH.D. DEGREE IN QUALITATIVE RESEARCH AND EVALUATION
METHODOLOGIES
Core (21 hours):
Course code Course Name Credit hours
QUAL 8405 Philosophy in Social Science Research Methods
3 hours
QUAL 8400 Qualitative Research Traditions
3 hours
QUAL 8595/ERSH 8595e Research Ethics in the Professional and Social Sciences
3 hours
QUAL 8410 Qualitative Research Design
3 hours
QUAL 8420 Analyzing Qualitative Data
3 hours
QUAL 8513 Evaluation Theory
3 hours
QUAL 8550 or QUAL 8750 Writing Up Qualitative Research or Qualitative Research Writing Workshop
3 hours
Research Seminar (3 hours)
Students will take a 1‐credit hour seminar over the course of several semesters. In this seminar, students and
faculty will discuss topics such as: common issues and problems in research theory and practice across traditions,
current debates in research methodologies, research pedagogies, methodological innovations across different
areas of emphases, problems faced by research methodologists in research design, and preparation for academic
and research careers.
Elective Coursework (18 hours)
With approval from their program advisory committee, students select elective coursework in research methods or
topical areas that will support their individual program of studies. Suggested research courses from which students
might choose are listed below.
Course code Course Name Credit hours
ETAP/QUAL 8550 Writing Up Qualitative Research 3
ETAP/QUAL 8565 Theoretical Frameworks for Doctoral Studies in the Human Sciences
3
ETAP/QUAL 8570 The Postmodern Turn: Theories and Methods 3
ETAP/QUAL 8580 Postmodern Qualitative Research 3
LLED/QUAL 8590 Arts‐Based Inquiry in Diverse Learning Communities
3
LLED/QUAL 8055 Youth Participatory Action Research 3
QUAL 8150 Archival Research Methods in Special Collections 3
QUAL 8525 Narrative Analysis 3
QUAL 8510 Theories in Qualitative Design 1‐3
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QUAL 8520 Interviewing in Research 3
QUAL 8530 Case Study Research 3
QUAL 8535 Oral History Methods in Social Justice Movements 3
QUAL 8540 Fieldwork and Participant Observation 3
QUAL 8542 Autoethnography 3
QUAL 8545 Digital Technology and Qualitative Research 3
QUAL 8547 Working with Online Qualitative Data 3
QUAL 8555 Interpretive Research with Children 3
QUAL 8585 Hermeneutics in Research 3
QUAL 8587 Practicing Phenomenological Research 3
QUAL/ERSH 7800 Topics in Educational Research 1‐3
QUAL 8560 Ethnomethodological and Conversation Analytic Studies
3
QUAL/ERSH 8700 Practicum in Educational Research 1‐3
QUAL/LLED 8750 Qualitative Research Writing Workshop 3
QUAL 9400 Teaching Qualitative Research 3
ETAP/ERSH/QUAL 7500 Action Research 3
QUAL/ERSH 9800 Issues in Qualitative and Quantitative Research 1‐3
ERSH/QUAL 9800 Issues in Quantitative and Qualitative Research 1‐3
Doctoral hours (Minimum of 3 semester hours)
The number of hours will vary and additional hours working on research with faculty members is both common
and encouraged. Students may sign up for doctoral hours to engage in independent research, or work on
comprehensive examinations.
Course code Course Name Credit hours
QUAL 9000 Doctoral Research 3 hours
Dissertation‐Candidacy (3 hours)
Minimum of 3 semester hours in each semester where the student receives faculty support. Three hours must be
taken in the semester in which the student plans to graduate. Number of hours will vary.
Course code Course Name Credit hours
QUAL/ERSH 9300 Doctoral Dissertation 3 hours
Faculty in the Qualitative Research program prefer to schedule all comprehensive, prospectus and dissertation
defenses in the Fall and Spring Semesters, as faculty may not be on campus over the summer period.
PROGRAM OF STUDY
Preliminary program of study
You should work with your advisor and/or major professor to draft a preliminary program of study by the end of
your first year in the doctoral program. This is shared and discussed with members of your advisory committee at
an initial advisory meeting. This program of study lists the intended coursework that will be used to meet all
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degree requirements and any others deemed appropriate by the advisory committee; it can be revised later if
necessary.
Final program of study
You must finalize your program of study with your major professor and advisory committee prior to taking your
comprehensive examinations. The program of study is submitted to the Graduate School prior to the scheduling of
the oral defense of comprehensive examinations using the Graduate School Program of Study form.
To make changes to the final program of study you must gain approval from your major professor, advisory
committee members, LEAP department Graduate Coordinator and the Graduate Dean. All courses on the program
of study must comply with Graduate School regulations.
All requirements for the degree, except the dissertation and final oral examination, must be completed within a
period of six years. This time requirement dates from the first registration for graduate courses on a student’s
program of study. A candidate for a doctoral degree who fails to complete all degree requirements within five
years after passing the comprehensive examination, and being admitted to candidacy, will be required to take the
comprehensive examinations again and be admitted to candidacy a second time. Excessive courses taken while at
UGA should not be listed; the program of study should only delineate those courses required for the degree.
APPOINTING AN ADVISORY COMMITTEE
You will be assigned to an advisor upon admission to your doctoral program, with the intent of matching you with
a faculty member who can best support your research interests. The relationship between you and your major
professor is important, and we cannot always determine the best match at the time of admission. If you would like
to change advisors prior to moving into doctoral research this should be openly discussed with your present
advisor and the intended advisor/major professor. While we attempt to support students’ requests, the
assignment of advisors also requires consideration of faculty workload and faculty interest in working with a
specific student. Students should speak with the Program Chair if they have questions and/or concerns about this.
Faculty Advisory Committee
You must establish a faculty advisory committee of at least three members prior to doing your comprehensive
examinations. The chair of this committee is your major professor and will lead you through your doctoral
research. It is a good idea to choose other members whose areas of expertise will complement and support your
research and career goals. The chair and at least two other members of this committee must have Graduate
Faculty status; if the committee has more than three members, the majority must have Graduate Faculty status. A
non‐affiliated person (someone who is not an acknowledged member of the UGA faculty) may be included as a
fourth member of the committee with prior approval from the Graduate School; this person must attend all
meetings but is not allowed to vote.
You are encouraged to make early acquaintance with faculty within the Program, in the larger Department of
Lifelong Education, Administration, and Policy and across campus so that you know faculty who will be willing to
serve on this committee. At least two members of the committee must be from the Qualitative Research Program.
The third member can be from our department or any other department on campus. Committee members will
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evaluate your program of study, offer advice to help you prepare for doctoral research, administer the
comprehensive examination, and evaluate your dissertation prospectus.
If a committee member leaves UGA before the final defense, that member becomes a non‐affiliated person and
cannot remain on the committee without Graduate School approval. A replacement must be found to maintain a
committee of at least three UGA Graduate faculty members. If the chair leaves UGA before the final defense and
no other faculty in the program will act as chair, the program coordinator will determine who will take that role for
the final defense.
All members of the committee must be present for the oral comprehensive examination, the prospectus defense,
and the final defense of the dissertation. If a member is unable to attend a necessary meeting, the meeting must
be rescheduled or the committee must be reconfigured to include people who are available at the scheduled
times.
Appropriate forms must be filed with the Graduate School to establish or change the advisory committee. All
necessary Graduate School forms are located on the Graduate School web site http://www.grad.uga.edu and the
Program Coordinator or LEAP Graduate Coordinator can answer questions about the doctoral committee.
MILESTONES IN THE DOCTORAL PROGRAM
1. Completion of internship (see p. 14 for further detail)
2. Initial advisory meeting and preparation for comprehensive examinations
At the initial program of study meeting, when you have appointed members of your committee, you will provide
each committee member with a curriculum vita, a personal 2‐3 page statement that provides a sense of career
intent and direction, and a copy of the preliminary program of study that includes course names, and a brief
introduction (3‐6 pages minimum) to the possible dissertation research project. This description of the research
project will vary depending upon where you are in your program of study (some students may have a topic but not
yet have developed a specific research design, while others may have a stronger research proposal at the time of
this meeting). Since the committee members often have relevant ideas to help shape and focus your research, it is
to your advantage to meet early with the faculty advisory committee.
You will, in conjunction with your major professor, meet with faculty members to determine the focus of your
comprehensive examination questions. You will work with members of your advisory committee to formulate
questions that contribute to the development of understanding of your research and methodological interests. We
envision the comprehensive examinations as contributing in substantive ways to the development of your
dissertation prospectus. Once each member of the faculty advisory committee has submitted questions for the
written examination, the major professor packages those questions into the final examination.
3. Written comprehensive examinations
Typically, these are comprised of essays written in response to the questions that students have formulated in
conjunction with members of their advisory committee. The written examination addresses several areas including
theoretical approaches to research, research methodology, cognate area, and in‐depth review of literature
pertaining to the research topic. Usually responses are no longer than 20‐25 double‐spaced pages per topic
including references. Examinations are taken after approximately two years of study.
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A common approach is to complete comprehensive examinations as take home examinations completed over a
semester, producing well‐developed, substantive and polished responses that synthesize the author’s
understanding and knowledge of relevant literature. It may be that the advisory committee will choose to conduct
written comprehensive examinations in a different format. You should give all members of the committee copies
of your answers to every question. Faculty members need at least three weeks to review the examinations. It is
important that the Graduate Coordinator be informed at least three weeks in advance of the oral examination so
that the Graduate School can be notified. If the Graduate School is not notified, the examination will not be valid.
Each essay in the examination is graded pass/fail, with consideration for the length of time and access to
references that the student had while writing the examination. A satisfactory answer must be well composed and
demonstrate the student's ability to conceptualize and critically reflect on issues in the field. Answers must be
grounded in relevant literature, developed with strong organizational structure and proper grammar, and give
proper citation to all references. You are advised to keep each answer directly focused on the question and to
provide enough detail and depth in response to demonstrate your competency with that topic. You must write
your own answers on the written examination with no assistance from others. Academic dishonesty during the
comprehensive examination will result in dismissal from the program.
After grading the individual essays, each committee member determines whether the student has passed the
overall written examination. Two of the three members of the committee must pass your written examination for
you to move forward to the oral examination. If you do not pass the written examination you may arrange for
another examination in a subsequent semester; if you do not pass this second examination, you will be dismissed
from the doctoral program. If you are dismissed from the program, you may petition by writing a letter of appeal
to the Graduate Coordinator.
4. Oral Examination
During the oral examination, your committee members will raise questions of clarification or expansion of answers
from the written examination as well as cover any relevant topic that the committee wishes to address. To pass
the oral examination, you must be conversant with the literature in their area of study and demonstrate fluency
and critical insight when discussing topics related to research methodology. Two of the three members of the
committee must assign a passing grade in order for you to pass the oral examination. If you do not pass the oral
examination you may arrange for another examination in a subsequent semester; if you fail this second
examination, you will be dismissed from the doctoral program. If you are dismissed from the program you may
appeal.
5. Submission of Manuscript for Publication
In order to be admitted to candidacy, you must submit a manuscript for review in a refereed research journal
related to Qualitative Research and Evaluation Methodologies. See Guide to Ph.D. Article Requirements (p. 17) for
more information regarding this requirement, and p. 33 for cover sheet.
6. Dissertation Prospectus
Before beginning doctoral research, you must present the proposed research project to the dissertation advisory
committee for approval. The prospectus should outline:
An in‐depth literature review of relevant literature
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A problem statement and justification of the importance of the research
A research purpose statement and research questions
A statement providing a comprehensive description of the research design and plan of action for data
collection and/or generation, data analysis and representation
A time line for the progression of the study
The prospectus should be well‐grounded in theoretical and methodological literature.
The above information corresponds to Chapter One through Chapter Three of a traditional dissertation. Since you
are proposing a research project at this point, knowing that the committee will suggest changes in the theoretical
premises or methodological design of the study, the prospectus might not be as thoroughly developed as these
three chapters eventually will become.
When the prospectus is ready for review, you will convene a meeting with the advisory committee. Each
committee member should be given a copy of the prospectus at least three weeks prior to this meeting. As with
the oral examination, all committee members must attend this meeting. During this meeting, you must articulate a
clear research goal and discuss details of research design. Although the proposal defense is a formal stage in the
doctoral program that requires signatures of approval, this meeting should be a productive forum through which
you revise and strengthen the design of the proposed study.
7. Admission to Candidacy
Once you pass the comprehensive examination, have completed your publishable paper requirement, and receive
approval for your dissertation prospectus, you will be “advanced to candidacy” with the only remaining
requirement being completion of the dissertation. You will at this stage be "ABD" (all but dissertation). After being
advanced to candidacy, you must enroll at UGA for a minimum two more semesters for at least 10 credits. At least
3 hours of this credit must be QUAL 9300. Because of the Graduate School’s continuous enrollment requirement,
most students exceed the minimum.
If your prospectus was defended early in a semester, that semester might count as one of these two semesters;
the OASIS lists these deadlines. These semesters do not need to be consecutive and you may drop out for a term
or more if not working directly with your major professor or otherwise progressing towards degree requirements.
However, please keep in mind the Graduate School dictates continuous enrollment and you must be registered in
at least 2 of the 3 semesters per academic year.
Courses on your program of study must be completed within six years immediately preceding advancement to
candidacy.
8. Dissertation
A dissertation is an independent research project through which you demonstrate independent critical thinking,
scholarly ability, and technical mastery of a field of study. Conclusions must be logical, literary form must conform
to the committee’s expectations, and the contribution of the research to knowledge should merit publication.
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If your doctoral research involves human subjects, you must apply and receive approval for research with human
subjects from the Institutional Review Board prior to collecting or generating any data. Information about
applications for research with human subjects is found at http://www.ovpr.uga.edu. Also, any collaborating agency
might require its own review before granting permission to collect data.
The general outline of a dissertation need not follow the traditional five‐chapter pattern (Introduction, Review of
Literature, Research Design and Methods, Findings, and Discussion). Students are encouraged to work with their
major professor to find the best structure. Since the dissertation is typically the first time a student has attempted
to write a long, coherent research publication, it is important to develop a comprehensive outline and effective
chapter structure.
Doctoral research takes considerable time to complete. Allow plenty of time at each stage for obtaining
preliminary approval, entering a research setting, and collecting and analyzing your data. You will participate in a
cycle of review and revisions with your major professor at each stage of the dissertation, therefore, allocate time
for this editing process. You may require one or two semesters to plan and execute the study and one to two more
semesters beyond data collection to analyze, write, and defend the dissertation (one year or longer from
prospectus to final defense).
The dissertation must be prepared in accordance with Graduate School guidelines, and must follow APA formatting
for details that are not determined by the Graduate School. Instructions on Electronic Filing Procedures are located
on the Graduate School web site http://www.grad.uga.edu. You have five years to complete and deposit the
dissertation with the Graduate School after you have been admitted to candidacy.
9. Final Defense
You must notify the LEAP department Graduate Coordinator of the time and date for the final defense at least
three weeks in advance of the meeting. (Please see the Academic Advisor for assistance with this task.) Specify the
time, date, and room number for the meeting, the complete dissertation title, and your name and identification
number. Notification is communicated to the Graduate School, which will publicly post notice of this meeting for
anyone who wishes to attend.
You will distribute a draft of the dissertation to the members of the advisory committee at least three weeks prior
to the final defense. This draft includes all chapters, tables, table of contents, appendices, and references included
in the dissertation. However, acknowledgments are typically added after the committee reviews the dissertation.
Even though changes may be required after the final defense, you should refine this draft as if it were the final
version.
For the final defense, you need to prepare a formal presentation lasting 15‐20 minutes that highlights the study,
giving most attention to the findings and conclusions. The dissertation committee directs the discussion to other
aspects of the dissertation through subsequent questions. To pass this defense, you must speak effectively about
the theoretical and methodological contributions, study design, findings, means of analysis and conclusions.
In spite of the work put into the dissertation, you should expect to have revisions that the committee will require.
These might be changes in analysis or in presentation of data, and will likely include editing comments throughout
the dissertation. The major professor compiles notes about required revisions during committee discussion at the
defense and does not provide the final signature until all revisions are satisfactorily addressed. As with the oral
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examination, all members of the doctoral advisory committee must be present during the final defense. You are
encouraged to spend sufficient time preparing an effective dissertation defense.
10. Depositing the Dissertation
Since the dissertation cannot be deposited until all revisions are completed, you are encouraged to schedule a final
defense early in the semester. If the dissertation is not deposited by the Graduate School deadline, you may be
required to enroll for a minimum of 3 credits in the subsequent semester. If you do not deposit the dissertation by
the end of the subsequent semester, a new final defense must be scheduled.
Deadlines are posted each term in the OASIS registration bulletin. Students are responsible for meeting these
deadlines and the Graduate School is strict about enforcing them. For example, if you defend a dissertation during
spring semester but do not deposit it before the deadline, you will not be allowed to join the spring graduation
ceremonies. It is your responsibility to plan in advance and you should not ask the committee to accept an
unpolished dissertation simply because the deadlines have approached before revisions are complete.
The Graduate School requires dissertations to be submitted in an electronic format. In addition, the Department
requires students to provide a bound copy of the dissertation to the Department library, and students traditionally
offer copies to members of their committee.
11. Graduation
In addition to the UGA graduation, students are reminded that the COE stages an informal graduation ceremony
(called convocation) at the end of each semester for students who are graduating with undergraduate or graduate
degrees.
INTERNSHIP
The internship is part of the Qualitative Research and Evaluation Methodologies program at the University of
Georgia. The purposes of the program are to provide you with career experience in a setting relevant to your
research and career aspirations, allow the development of skills appropriate to working independently, and to
provide new learning opportunities for you to move from theory to practice. The program requirements are
flexible and can be negotiated with your major professor.
You are usually responsible for developing your own internship with guidance from your major professor and site
supervisor.
There are three types of internships:
1. An internship in which you work a set number of hours in an organization under the direction of the site
supervisor and have day‐to‐day responsibilities within the organization (e.g., your work might entail
working research‐related tasks with a research or evaluation center). Tasks involved in this internship
must relate to qualitative research or evaluation.
2. An internship that is project‐centered. Here you might identify a problem for which a study might be
designed to provide insight. You would be expected to report to a client or client group on the findings
from your study, and the experience of designing and conducting the study will allow you to learn about
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methodological issues involved in research. For example, the project‐centered internship might involve
conducting evaluations, or developing a participatory action research project.
3. An internship might involve co‐developing and co‐teaching a course under the supervision of a faculty
advisor. Coursework must involve qualitative theory or research and evaluation methods.
Internship Requirements
Each internship must meet certain criteria to be approved by the program:
1. The internship must demonstrate that you engaged in new learning and not repeating prior knowledge or
activities.
2. You will prepare an individualized learning plan that includes specific learning objectives, activities and
resources, schedule of completion, and criteria for accomplishing the stated objectives.
3. You must register for QUAL 9700 prior to beginning the internship. QUAL 9700 is repeatable up to 12
credit hours. Each semester credit hour equates to 15 clock hours devoted to internship experiences.
Sometimes even the best‐planned internships are altered because of changes in the organization, the site
supervisor changes, or the student may encounter difficulties. In this case, the student should contact the
internship faculty advisor and arrange to alter the internship plan.
Internship Process
Each internship is a unique opportunity for students to plan, develop, and implement their own program of study.
Although each internship experience is different there are certain steps that should be followed in order to receive
credit for the program of study. You should begin this process the semester before you register for the
internship. Register in the semester you think you will complete the internship.
1. Meet with the faculty advisor to discuss possible ideas for an internship.
2. Research potential internship experiences and sites.
3. Contact the site supervisor and explain your internship objectives. Provide the site supervisor with
materials that explain the internship program and the responsibilities of each person involved (Appendix
C – “Information for Site Supervisors”, page 25).
4. Early in the process, meet with the faculty advisor and outline the plan for your internship program.
Develop the learning objectives and activities to be achieved during the internship (Appendix D –
“Learning Agreement”, page 26).
5. Prepare an internship agreement listing the name of the organization, the site supervisor(s), learning
objectives and potential outcomes. You, the faculty advisor, and the site supervisor should sign this form.
(Appendix E – “Agreement for Internship Study”, page 27).
6. Contact should be made between the faculty advisor and site supervisor at some time during or at
completion of the internship, whether by a scheduled meeting or telephone call.
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7. At the completion of the internship, provide the site supervisor with an evaluation form to complete and
return to the faculty advisor (Appendix F – “Evaluation of intern by site supervisor”, page 29).
8. At the conclusion of the internship you should provide the faculty advisor with a final report that includes
items negotiated between the student and the faculty advisor. These should include the internship
proposal, the learning objectives achieved, any learning objectives achieved that were not part of the
original plan, a reflective statement, and any products produced during the internship. You should also
complete an evaluation form at the conclusion of the internship (Appendix G – “Evaluation of internship
by intern”, page 30).
Internship Proposal
The internship proposal is the beginning of the process and is the most valuable because it outlines the plan of
what will be done. Discuss your ideas with the faculty and other students as a way to clarify your plans. The final
written proposal allows the faculty advisor the opportunity to review and approve the internship plan.
The internship proposal should include the name, address, phone number, and name of the potential site
supervisor. The estimated time span of the internship should also be included. Finally, the proposal should include
a brief description of the activities and products that will result from the internship.
Internship Learning Agreement
The learning agreement describes as specifically as possible exactly what will be done during the internship, what
learning should take place, and how it will be demonstrated that the learning has taken place. The learning
agreement should include the following:
Dates of the internship
Description of the activity: describe the proposed project activities and products that will result from the
internship.
Identify the goals and objectives of the internship. The goal is a general statement about the general area
of activity. The objectives are specific steps used to achieve each goal. Each goal may have several
objectives.
Describe the activity, which is designed to meet each objective.
Describe how it will be demonstrated that each objective has been achieved. (For example, products such
as curriculum development, reports, letters, or evaluations)
Describe any new learning that is expected during the internship.
Provide space for the signatures and dates for the intern, faculty advisor, and site supervisor.
Final Report
The final report generated from the internship might include but is not limited to the following items:
Internship Proposal
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Agreement for Internship Study
Internship Learning Agreement
Products and material from the internship
Evaluation of the Intern by the Site Supervisor
Evaluation of the Internship by the Intern
5‐page reflective paper discussing what happened, what was most successful, and if anything should have
been done differently.
GUIDE TO PUBLISHABLE ARTICLE REQUIREMENT
Rationale
Writing for publication is an essential activity of academic life. Consequently, before being admitted to doctoral
candidacy, you must demonstrate your scholarly abilities by preparing and submitting a manuscript for review by a
refereed journal.
About the Article
1. The topic must be related to the field of Qualitative Research and/or Evaluation Methodologies.
2. The substance of the manuscript must be scholarly in nature (e.g., empirical research, critical essay,
methodological article, literature review). Book reviews are not accepted for the publishable article.
3. The manuscript must be prepared under the supervision of a Qualitative Research and Evaluation
Methodologies faculty member during a student's graduate studies in the department.
4. The topic must be approved by a review panel of three Qualitative Research and Evaluation
Methodologies faculty members.
Process for Completing the Requirement
1. Meet with your major professor to develop a timeline and plan for fulfilling the article requirement. It is
possible to complete this requirement under the supervision of a faculty member other than the major
professor, but the major professor should be involved in that decision. Only Qualitative Research and
Evaluation Methodologies graduate faculty members may supervise manuscript preparation for this
requirement.
2. Working with the supervising faculty member, you will prepare a one‐page Ph.D. Article Proposal which
contains the following information:
Title
Author(s)
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Two‐ paragraph summary of the manuscript
3. Journal to which manuscript will be submitted and the rationale for the selection of that journal
4. At that same meeting, you will select two members of the Qualitative Research and Evaluation
Methodologies faculty who, together with the supervising faculty member, will serve as a manuscript
review panel.
5. A Proposal Cover Sheet (see Appendix H – page 33) is attached to the one‐page proposal, which you will
send to the review panel for approval. Faculty desiring clarification of the topic will contact you as
necessary. All three members of the review panel must approve the proposal before you can move
forward.
6. After the topic is approved, the supervising faculty member will work with you in the preparation and
submission of the manuscript.
7. The manuscript is to be written primarily by you, and you must be listed as first or sole author on the
submitted manuscript.
8. After approval by the supervising faculty member, you will submit the manuscript to be published in the
refereed journal.
9. As a final step, two documents will be placed into your student file:
the signed proposal cover sheet approving the topic, and
a copy of the receipt of submission of the article from the editor.
ANNUAL REVIEWS
In April of each academic year, a 3‐member review committee from within the Qualitative Research and Evaluation
Methodologies faculty chaired by the Program Chair will review your progress. This is a developmental tool for you
to assess your progress and potential need for improvement.
Review Dossier
You will submit a dossier at the beginning of February annually. The primary components of the dossier are
Grades
CV
Self‐assessment of no more than one page outlining accomplishments and goals, and anything else you
would like the committee to know about your progress.
The dossier is to be submitted as a single PDF document to the Program Chair.
Procedure and Timetable
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a. Failure to submit a full dossier on time for review will result in a warning letter from the Program Chair. Failure
to submit a complete dossier may be grounds for dismissal. You have a “grace period” of no more than two weeks
to deliver a review dossier.
b. Failure to comply with part (a) will result in a letter of non‐compliance (mailed to you and your advisor). A
repeated violation could result in dismissal from the program. In addition, you will not be cleared for registration
for the next semester.
c. Failure to submit for review two times will be grounds for dismissal from the program.
3. The Program Chair is responsible for appointing the review committee, and creating, uploading files, and
managing an ELC site for the review process.
4. Once dossiers are available on ELC, the Program Chair communicates with the review committee and solicits
review and input.
5. The review committee studies all available documentation and faculty input and makes one of the following two
recommendations:
Continue: Recommend continuance in the doctoral program.
Probation: Recommend conditional continuance in the doctoral program.
6. Review committee presents recommendations to the Qualitative Research and Evaluation Methodologies
Faculty for discussion and vote.
7. The Program Chair will notify you of the decision regarding your progress in a formal letter, with a copy going to
the advisor/major professor and one placed in your file.
8. Students who receive probation letters must communicate with their advisor within two weeks to develop a
plan of action to address the conditions of the probation. At the end of the next semester of active study,
appropriate documentation is to be submitted to the Program Chair for a subsequent review by the review
committee to determine if the conditions of probation have been met and adequate progress has been made to
meet standards to continue in the program.
9. If the Qualitative Research and Evaluation Methodologies Faculty determine that you have failed to satisfy
conditions of probation, you may be dismissed from the program.
10. Realizing that adult students have complex lives with a number of competing forces, any one of which is likely
to temporarily derail completion of requirements, you may apply to the Program Chair for a one‐semester delay of
a scheduled Doctoral Student Review. The appeal must be based on a personal or professional cause that is
beyond your control. Examples of acceptable reasons to delay the review are loss of job, major financial setback,
serious health problems, divorce, or death of an immediate family member.
Timetable for annual reviews
Spring Activity
January 15 Program Chair (PC) e‐mails announcement to doctoral students
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February 1 Dossier due to Program Chair who uploads dossiers for faculty review and input
February 15 Review committee completes reviewing the files and faculty input and makes recommendations on each student’s dossier
March 1 Review committee presents recommendations to the Qualitative Research and Evaluation Methodologies Faculty for discussion and approval
March 15 Student notification by PC
SATISFACTORY PROGRESS
You are expected to maintain satisfactory progress towards your degree. Satisfactory, is defined by the following
benchmarks:
by the end of the first year you should have garnered support from at least one faculty member who
would be willing to become the major professor to supervise that student's doctoral work. Failure to
obtain faculty support in this manner can result in dismissal from the program;
by the end of the second year you should have identified a dissertation topic and faculty advisory
committee members, although there is variation among students with respect to how the dissertation
topic is refined and articulated at this point in their program;
by the end of the third year you should have successfully passed the comprehensive examination,
completed your publishable manuscript, and have received approval for the proposed dissertation
research.
If you fail to make steady progress according to the above expectations you may be dismissed from the program,
particularly if you have not obtained support and backing from a faculty member willing to supervise your
dissertation research. If you have been advanced to candidacy you will not be dismissed from the program unless
you fail to defend and deposit your dissertation by the Graduate School deadlines and/or fail to maintain
continuous enrollment.
APPEALS PROCESS
You may appeal a dismissal decision in the following order:
1) Ad hoc departmental appeals committee;
2) Dean of the College of Education;
3) Dean of the Graduate School.
Your appeal to the Dean of the Graduate School must take place within 30 days of the decision resulting from an
appeal to the Dean of the College. You may apply for admission to another graduate program; however, you may
not apply for admission to our departmental graduate program once you have been dismissed.
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APPENDIX A: QUALITATIVE COURSE OFFERINGS AND DESCRIPTIONS
Course Name Course Description
ETAP/ERSH (QUAL) 7500 Action Research
Action research and participatory action research across diverse contexts. The course includes a consideration of history and definitions of action research and participatory action research, and an analysis of their purposes, processes, and theoretical foundations. Students will engage in practitioner‐based research strategies such as observations, interviewing, and document analysis.
LLED(QUAL) 8030 Critical Discourse Analysis and Linguistic Ethnography
Recent research and theories on the pedagogical role of discourse in first and second language classrooms.
ETAP (QUAL) 8040 Video Ethnography in Education
Introduces graduate students in education and related disciplines to video ethnographic research methods. Students will also carry out mini‐video ethnographies. The course mixes reading and discussion of papers based on video ethnographies and on film theory and ethnography with hands‐on experiences shooting and editing video and using video as a cue for interviews on issues of teaching and learning in and out of schools.
QUAL 8150/8150E Archival Research Methods in Special Collections
Examination of methodological approaches to archival research using Special Collections Libraries in Georgia and beyond. Students will explore the Special Collections at the University of Georgia and review how collections are developed and organized. Students will learn how to locate source material and develop research topics using archival materials.
QUAL 8400 Qualitative Research Traditions
Foundations of qualitative design: history, philosophy, nature, types, examples, and assessment. Reading and evaluating reports of qualitative research in education and identifying methodological issues.
QUAL 8405 Philosophy in Social Science Research Methods
This advanced seminar examines the history and philosophy of social science research methods, including historical and current debates about the ontology, epistemology, methodology, and aims of the social sciences.
QUAL 8410 Designing Qualitative Research
Disciplinary origins and cross‐disciplinary uses, variations, applications, and evaluations of methods of collecting qualitative data. Choice of methods in the overall construction of qualitative designs, practice in selecting and collecting qualitative data for educational research, and examination of naturalistic data in the educational literature.
QUAL 8420 Analyzing Qualitative Data
Approaches to analysis in the design of qualitative research studies. Procedures are surveyed and compared from a range of social science and professional disciplines for use in studying educational problems and topics.
QUAL 8510 Theories in Qualitative Design
Theories in qualitative research design and conduct. Theories commonly used in qualitative approaches to educational problems and issues; sociocultural, psychosocial, critical, feminist, and postmodern theories.
QUAL 8513 Evaluation Theory
Examination of five major types of evaluation theory: evaluation for policy making, accountability, learning, contextual understanding, and democratization. Exemplar studies and theorists are presented along with substantive and political issues related to each theory type. Assumptions about knowledge, values, social change, and the role of evaluation in society are examined.
QUAL 8515 Qualitative Program Evaluation
Examination of concepts and methods in the negotiation, design, implementation, and report of qualitative program evaluations. Integration of theory and practice through conducting an evaluation for a selected program. Among topics considered are responsive, naturalistic, critical, and culturally responsive evaluation, working with diverse stakeholders, and evaluation in a democracy.
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QUAL 8520 Interviewing Research
Conceptual framework for interviewing, approaches associated with various disciplines and schools of inquiry, forms and structures interviewing takes, the criteria developed to assess interviews, and interviewing practice across a variety of situations. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods.
QUAL 8525 Narrative Analysis
Examination of the contemporary place of narratives in qualitative research. Specifically, the history, prevalent methodologies, philosophical perspectives, and presentation techniques related to narratives will be examined.
QUAL 8530 Case Study Research
Case study as a research design. Topics are types of case studies, defining the case, site and sample selection, data collection methods, within‐case and cross‐case analysis, and writing case reports.
QUAL 8535 Oral History Methods
Examination of concepts and methods in oral history within the content areas of education, social justice, and civil rights. Students will study techniques in collecting, interpreting, and writing oral history. Students interested in oral history, narrative research, ethnography, life history, and interviewing will find this course of interest.
QUAL 8540 Fieldwork and Participant Observation
Qualitative approaches to observation in education: participant and nonparticipant observation and ethnographic, ethnological, and field study. Choices of such approaches in qualitative design, their development, application, and evaluation, are compared and selected versions are practiced.
QUAL 8542 Autoethnography
Students will study and engage in autoethnography as an approach to qualitative inquiry. Topics include the history and characteristics of autoethnography, narrative writing and representation, politics and ethics, evaluating quality, and contemporary examples of autoethnography.
QUAL 8545 Digital Technology and Qualitative Research
This course addresses the intersection of qualitative research and digital technology. Through directed discussion, readings, and class projects, participants will explore the relationships between current technologies and the theory and methods of research. Participants will use digital tools for data collection, data analysis, and data presentations in a class project.
QUAL 8547 Working with Online Qualitative Data
This course addresses the intersection of qualitative research and digital technology. Through directed discussion, readings, and class projects, participants will explore the relationships between current technologies and the theory and methods of research. Participants will use digital tools for data collection, data analysis, and data presentations in a class project.
ETAP (QUAL) 8550 Writing Up Qualitative Research
Theoretical, ethical, and practical issues involved in transforming qualitative data into a written research report. Students, both in dissertation and pre‐dissertation, will write representations of data they have already collected.
QUAL(ESSE) 8555 Interpretive Research with Children
Methodological and ethical issues involved in conducting interpretive research about and with children.
QUAL 8560 Ethnomethodological and Conversation Analytic Studies
Ethnomethodological (EM) and conversation analytic (CA) approaches to research. Other topics are philosophical assumptions; a review of literature in EM and CA in different disciplines; key scholars; scholarly debates; 'pure' and 'applied' CA; membership categorization analysis (MCA); and applications to naturally occurring data and interview data.
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ETAP(QUAL) 8565 Theoretical Frameworks for Doctoral Studies in the Human Sciences
Readings in major theoretical frameworks used in doctoral studies and research, including critical, postmodernism, feminism, Marxism, positivism, and pragmatism.
ETAP(QUAL) 8570 The Postmodern Turn: Theories and Methods
Readings in postmodern theory, including Michel Foucault, Jacques Derrida, Jean Baudrillard, Jean‐Francois Lyotard, Judith Butler, Patti Lather, etc. Focus on language, truth, power, knowledge, reason, and the subject.
QUAL(ERSH) 8575 Mixed Methods Approaches to Research
An overview of mixed methods in evaluation and social science research, focusing on the origins of mixed methods approaches, paradigmatic issues, research designs, and data analysis. Emphasis on practice features critiques of samples of empirical work from various disciplines and domains of study.
ETAP(QUAL) 8580 Postmodern Qualitative Research
Qualitative research methodology using postmodern analyses, such as deconstruction, genealogy, archaeology, rhizoanalysis and power/knowledge readings.
QUAL 8585 Hermeneutics in Research
Examination of Heidegger's influence on anthropological and sociological research on human experience, poststructural approaches to studying identity, and inquiry as critical pedagogy.
QUAL 8587 Practicing Phenomenological Research
Students examine the philosophical foundations of phenomenology; explore common ways phenomenological research is used in the human sciences; interrogate how these approaches can be used to learn more about lived experience; and apply these understandings to the practice of phenomenological research.
LLED (QUAL) 8055 Youth Participatory Action Research
Community‐based learning to examine youth experiences in a changing urban landscape. Students will engage with theories of participatory and youth research methods in an applied setting.
LLED(QUAL) 8590 Arts‐Based Inquiry in Diverse Learning Communities
Examination of techniques of arts‐based scholarship to increase the value, validity, and impact of qualitative research for understanding culturally and linguistically diverse learning communities. Students will practice poetic, theatrical, and artistic data collection, analysis and representation. Students will develop focused expertise, fostering a rigorous critical community for arts‐based scholarship.
QUAL(ERSH) 8595 Research Ethics in the Professional and Social Sciences
Exploration of the ethical and moral dilemmas researchers have encountered in conducting research in the social, professional, and human sciences and the sources of ethical principles and practices they have used in addressing these dilemmas.
QUAL(LLED) 8750 Qualitative Research Writing Workshop
Provides intensive support for graduate students who are writing up qualitative research studies for professional journals, theses, and/or dissertations. Explores a variety of models of writing within qualitative research traditions across disciplines. Supports writers through individual writing conferences, structured writing time, and group feedback.
QUAL 8990 Qualitative Research Methodologies Seminar
Topics of relevance to scholarship and teaching in qualitative research methodologies in higher education. Contemporary issues in qualitative research for doctoral students.
QUAL 9005 Doctoral Graduate Student Seminar
Advanced supervised experience in an applied setting. This course may not be used to satisfy a student’s approved program of study.
QUAL 9300 Doctoral Dissertation
Dissertation writing under the direction of the major professor.
QUAL 9400 Advanced Seminar in Qualitative Research
This seminar provides a scholarly environment for doctoral students who are either approaching the completion of their course work or working on qualitative dissertations to discuss issues pertinent to their individual research agendas. Topics
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include teaching qualitative research methods; writing proposals; writing for publication; conference presentations; and applying for positions.
24
APPENDIX B: ADVISEMENT FORM: PH.D. DEGREE IN QUALITATIVE RESEARCH AND
EVALUATION METHODOLOGIES
Qualitative Research and Evaluation Methodologies Core (21 semester hours)
Sem/Yr Grade Course # Course Name Notes
QUAL 8405 Philosophy in Social Science Research Methods
QUAL 8400 Qualitative Research Traditions
QUAL 8410 Designing Qualitative Research
QUAL 8420 Analyzing Qualitative Data
QUAL 8513 Evaluation Theory
QUAL
8595e/ERSH
8595e
Research Ethics in the
Professional and Social
Sciences
QUAL 8550 or QUAL 8750
Writing up Qualitative Research OR
Qualitative Research Writing Workshop
Research Seminar (3 semester hours)
Sem/Yr Grade Course # Course Name Notes
25
Elective Coursework (18 semester hours)
Sem/Yr Grade Course # Course Name Notes
Internship (6 semester hours)
Sem/Yr Grade Course # Course Name Notes
Post Candidacy Hours (10 semester hours)
Sem/Yr Grade Course # Course Name Notes
26
APPENDIX C: INTERNSHIP — INFORMATION FOR SITE SUPERVISORS
Information for Site Supervisors
The purpose of the internship is to provide the student with professional field experience that relates to the
academic preparation provided by the Qualitative Research and Evaluation Methodologies degree program. It is
recommended that the intern be allowed to participate in activities related to your organization and assume
specific responsibilities or projects that will benefit both the student and your organization.
INTERNSHIP AGREEMENT: After discussions with you and the faculty advisor, the intern will prepare a list of
agreed upon learning goals and objectives identifying what the intern will do, strategies as to how the intern will
complete each goal and objective, and provide documentation that demonstrates the attainment of each goal and
objective. This documentation will serve as the learning contract between all parties involved. If the contract must
be changed at any time during the internship, all parties must agree to any and all modifications.
RESPONSIBILITIES OF THE INTERN: It is the responsibility of the intern to see that all necessary paperwork is
completed and arrange meetings between the faculty advisor and the site supervisor. Additionally, the intern will
provide your organization with professional knowledge in an area that will benefit your organization. The intern is
expected to abide by all rules and regulations of your organization and behave in a professional manner.
RESPONSIBILITIES OF THE SITE SUPERVISOR: As the site supervisor, it becomes your responsibility to assist the
intern in fulfilling the learning agreement by providing appropriate and valuable learning experiences. This will
involve one or more preliminary discussions to define the internship program objectives and activities as well as
supervising the student during the internship. You will be asked to complete an evaluation form concerning the
intern's performance while working in your organization.
RESPONSIBILITIES OF THE FACULTY ADVISOR: The faculty advisor will be available to assist the site supervisor
and intern at any time during the internship. The faculty advisor will be responsible for assigning a grade at
completion of the internship based on the site supervisor's evaluation, the faculty advisor's observations during
the internship, and on any documents that resulted from the internship.
Thank you for giving our students the opportunity to have such a rewarding experience as part of their program of
graduate study. We hope you and your organization will receive many benefits from the internship program.
Qualitative Research Program
Department of Lifelong Education, Administration, and Policy
University of Georgia
27
APPENDIX D: SAMPLE INTERNSHIP LEARNING AGREEMENT
Sample Internship Learning Agreement
Description of Activity:
Goal(s) of the Internship/Purpose:
Learning Objective One:
Activity:
Learning Demonstrated or products resulting from the activity:
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APPENDIX E: AGREEMENT FOR INTERNSHIP STUDY
The University of Georgia
Qualitative Research Program
River’s Crossing
850 College Station Road
Athens, Georgia 30602‐4811
(706) 542‐2214 or fax (706) 542‐4024
Agreement for Internship Study
Name: SSN
Address: ____________________________________________________
Street City State zip
Telephone: Home:___________________ Business: ____________
ORGANIZATION AGREEING TO ACCEPT AN INTERN AND PROVIDE
GUIDANCE AND SUPERVISON AS OUTLINED IN THE INTERNSHIP
CONTRACT:
Name of Organization:
Site Supervisor:
Address: Street City State zip
Telephone:
Dates of Internship:
Start End Internship Department or Specialization: ____________________________________
Intern Salary (if applicable): ___________________
The intern will receive _________________________________ hours of graduate credit
29
The intern, site supervisor, and faculty advisor have agreed on the specific learning goals,
objectives and activities. A copy of this agreement is attached.
Intern Date Site Supervisor
Date
Faculty Advisor Date
30
APPENDIX F: EVALUATION OF THE INTERN BY SITE SUPERVISOR
Evaluation of the Intern by Site Supervisor
Student Intern Name:
Internship Site:
Site Supervisor’s Name:
1. In your opinion, how well were the learning objectives achieved by the intern?
2. In what ways did the student intern contribute to your organization?
3. What particular strengths did the student intern demonstrate that might prove valuable in a future career?
4. Are there any areas in which the student intern might need strengthening?
5. Overall assessment of the intern’s performance (circle one)
Excellent Above Average Average Below Average Unacceptable
6. Overall assessment of the intern’s contribution to your organization (circle one)
Excellent Above Average Average Below Average Unacceptable
Please sign and return this form to the faculty advisor: The University of Georgia, Qualitative Research Program, River’s Crossing, 850 College Station Rd. Athens, GA. 30602. Site Supervisor Date
31
APPENDIX G: EVALUATION OF INTERNSHIP BY INTERN
Evaluation of Internship by Intern
Intern’s Name: Field Supervisor’s Name:
Internship Site:
Date of internship: From: To:
1. In your opinion, how well were the learning objectives achieved during the internship?
2. In what ways did you contribute to the organization in which you were an intern?
3. What learning experiences were the most significant to you?
4. Please list the strengths of your internship.
5. If you were to design this internship for another student, what would you do differently? Explain why.
Please sign and return this form to your faculty
advisor: The University of Georgia, Qualitative Research Program, River’s Crossing, 850 College Station Rd.,
Athens, GA 30602
Intern Signature: Date:
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APPENDIX H : COVER SHEET FOR PH.D. ARTICLE PROPOSAL
Publication
The University of Georgia
College of Education
Department of Lifelong Education, Administration, and Policy
COVER SHEET FOR Ph.D. ARTICLE PROPOSAL
Date Student
Article Review Panel
Name ________________________________
Signature ____________________________________________ Date
Comments:
Name ________________________________
Signature ____________________________________________ Date
Comments:
Name ________________________________
Signature ____________________________________________ Date
Comments:
Notes: