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TableofContents
JohnsHopkinsUniversitySchoolofEducation........................................................................5JohnsHopkinsUniversityMissionStatement...................................................................................5CoreValuesoftheSchoolofEducation............................................................................................5VisionoftheSchoolofEducation.....................................................................................................5MissionoftheSchoolofEducation...................................................................................................6
AppendixA:JHUSOEConceptualFramework................................................................................................6
JHUSOEDoctorofEducationProgram...................................................................................6ABriefHistory..................................................................................................................................6Overview..........................................................................................................................................6MembershipintheCarnegieProjectontheEducationalDoctorate(CPED).......................................8
ProgramLeadershipandAdministration................................................................................8EdDDirector.....................................................................................................................................8
ProgramStructure..................................................................................................................9ProgramRequirements....................................................................................................................9
AppendixB:PetitionforCourseTransferForm..............................................................................................92016CohortorEarlierProgramofStudy..........................................................................................92017CohortProgramofStudy.......................................................................................................10
AppendixC:ExampleProgramofStudy.......................................................................................................10AppendixAA:ProgramPlan2017.................................................................................................................10
ProgramCoherenceandIntegration...............................................................................................10
ProgramTransitionPointsandKeyAssignments...................................................................11AppendixE:TimelineofTransitionPoints....................................................................................................11
YearOnePaper..............................................................................................................................11YearOneSelf-AssessmentPaper....................................................................................................12
YearOneSelf-AssessmentAssignmentDescription(anticipatedrevisionavailableJune2017)..................12ComprehensiveExams...................................................................................................................12
AppendixJ:ComprehensiveExaminationProtocol......................................................................................12AppendixK:HowtoPreparefortheComprehensiveExams........................................................................12AppendixV:ReportofComprehensiveExamination....................................................................................12
DissertationProposal.....................................................................................................................13AppliedDissertation.......................................................................................................................13
AppendixL:AppliedDissertationDescription...............................................................................................13DissertationDefenseTimelineandExpectations............................................................................14RoomandTechnologyReservation................................................................................................14SubmissionofApprovedDissertation.............................................................................................14
AppendixG:DefenseProtocol......................................................................................................................15AppendixH:ApprovalofDissertationProposalForm..................................................................................15AppendixI:DissertationApprovalForm.......................................................................................................15
AdviserandDissertationAdvisoryCommittee.......................................................................15Adviser...........................................................................................................................................15
AppendixZ:POPStatementResource(October15,2016)...........................................................................15SelectionofAdviser........................................................................................................................15ChangeofAdviser..........................................................................................................................16
AppendixT:ChangeofAdviser/CommitteeMemberForm.........................................................................16
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FacultyCo-Advisers........................................................................................................................16DoctoralAdvisoryCommittee........................................................................................................16
InstitutionalReviewBoard....................................................................................................16MeetingRequirementsforEthicalResearch(HIRB)........................................................................16
AppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining........................................17
ConferralofDegreeandGraduationCeremony.....................................................................17ApplyingforGraduation.................................................................................................................18
ProgramResourcesforStudents............................................................................................18YearOneCohortCoach..................................................................................................................18EdDProgramSite...........................................................................................................................18Starfish:OnlineSchedulingandEarlyWarningSystem...................................................................18
AppendixQ:Starfish-GettingStartedGuideforStudents...........................................................................19SPSSStatisticalSoftware................................................................................................................19LibrarianInformationalSessions....................................................................................................19LibraryResourceGuides.................................................................................................................19ElectronicandPrintReserves(E-Reserves).....................................................................................19PlagiarismSoftware:IthenticateandSafeAssign............................................................................20APAFormattingStyle.....................................................................................................................20
HandyGuideforAPA....................................................................................................................................20https://ssw.unc.edu/files/web/pdf/Current%20Students/ThePortableEditor5final.pdf.............................20QuizzesforPracticeorSelf-Assessment.......................................................................................................20
TeachingAssistants........................................................................................................................20AppendixS:DutiesofTeachingAssistantsintheEdDOnlineProgram........................................................20
AcademicPolicies..................................................................................................................20PoliciesGoverningAcademicConduct............................................................................................20ProceduresGoverningStudent-InitiatedComplaints......................................................................21ProceduresGoverningFaculty-InitiatedComplaints.......................................................................21ResidencyRequirements................................................................................................................23LeaveofAbsence...........................................................................................................................23ReinstatementFromaLeaveofAbsence........................................................................................23Withdrawal....................................................................................................................................24IncompleteCoursework.................................................................................................................24
AppendixX:ContractforIncompleteGradeForm.......................................................................................24TimeLimits.....................................................................................................................................24Extensions......................................................................................................................................24MaintainingCandidacyStatus........................................................................................................24AcademicStanding.........................................................................................................................25AcademicProbation.......................................................................................................................25AcademicDismissal........................................................................................................................26ConfidentialityofStudentRecords.................................................................................................26
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DearDoctorofEducationStudents:ItismypleasuretowelcomeyoutotheDoctorofEducationprogramattheJohnsHopkinsUniversitySchoolofEducation.Youshouldtakeprideinyouroutstandingrecordthathasmadeyouradmissiontoourprogrampossible.Weareconfidentthatourrichlearningenvironmentwillallowyoutocontinuetoexcelinyouracademicandpersonalgoalsandthatyouwillmakeavaluablecontributiontoourschool'straditionofscholarship,leadership,andservice.AsaJohnsHopkinsstudent,youareamemberofaremarkablelearningcommunityatoneofthemostrenownedinstitutionsintheworld.TheEdDprogramfacultyhavedevelopedthiscomprehensivehandbooktoguideyouthroughtheprogram.Pleasereviewthishandbookcarefullyasitwillanswermanyquestionsthatyoumayencounterasyouembarkonthisprofessionalandpersonalventure.Additionaldetailsabouttheschool,aswellasresourcesforstudents,canbefoundonourwebsiteat:http://students.education.jhu.edu/studentaffairs/Ourfacultyandstaffjoinmeincongratulatingyouonyouradmissionandinextendingourbestwishesforyourfuturesuccessinourprogram.WeappreciateyourinterestintheJohnsHopkinsUniversity,andwearelookingforwardtohavingyoujoinourcommunityofscholars. Sincerelyyours,
MarialeHardiman,EdDInterimDeanandViceDean,AcademicAffairs
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JohnsHopkinsUniversitySchoolofEducation
JohnsHopkinsUniversityMissionStatement
ThemissionofJohnsHopkinsUniversityistoeducateitsstudentsandcultivatetheircapacityforlifelonglearning,tofosterindependentandoriginalresearch,andtobringthebenefitsofdiscoverytothe world.ThesearecapturedintheTenbyTwenty:TenGoalsforJohnsHopkinsUniversityfortheYear20201
towhicheachuniversitydivisionalignsitsgoals.
TheSchoolofEducation(SOE)addressesthismissionthroughitscorevalues,vision,andConceptualFramework(seeAppendixA).ThevisionoftheSOE2uniquelyaddressestheuniversitymission.
CoreValuesoftheSchoolofEducation
Toachieveitsmission,SOEfaculty,staff,andstudentsupholdandpromotethefollowingcorevalues:
• Innovation(indiscovery,scholarship,leadership,andapplication):Asmembersofauniversitycommunityknownpreeminentlyforresearchanditsapplication,wechallengeourselvestocreateandtestnewapproachestotheeducationalneedsofourschoolsandcommunities,aswellasinourownadministrativeandstudentsupportsystems.
• Excellence:Asreflectivepractitioners,weengageinregularself-assessmentandinviteexternalpeerreviewstodrivethecontinuousimprovementofouracademicprograms,researchactivities,andadministrativesystems.
• CollaborationandPartnerships:Webelievethatmultidisciplinaryandinterinstitutionalteams,includingotherschoolswithinJohnsHopkinsandpublicschoolsystems,providetherangeofperspectivesrequiredtoaddressthemostchallengingissuesfacingPK-12schoolsandcommunities.
• Evidence-BasedPractice:Researchanditsapplicationandevaluationformaniterativecyclethatguidesinformedpracticeinourprogramdevelopment,policyformulation,andschoolreforminitiatives.So,too,evidence-baseddecisionmakingshapesourinternalactivitiessuchasstudentandfinancialservices.
• Integrity:Onehundredyearsofcontinuousservicetoourregion’spublicschoolsandurbanneighborhoodshasearnedusareputationasatrustworthypartnerinenhancingthequalityoflifeforchildren,youth,andadults.Bycontinuingtofocusouractionsanddecisionsonthestudents,schools,andcommunitiesweserve,wewillsustainthisprimarycommitment.
• CivilityandDiversity(inpeople,thought,andpractice):Civilityanddiversityareprocessesthatformthewarpandweftofourschoolcommunity,weavingtogetherthemultiplicityofperspectivesandexperiencesthatenhanceallourwork.
VisionoftheSchoolofEducation
TheJohnsHopkinsUniversitySOEwillleadtheworldinattractingthemosttalentedanddiverseindividualsintothefieldsofeducation,counseling,andpublicsafety.Wewillguarantee educational
1Ten by Twenty: http://web.jhu.edu/administration/president/10x202School of Education Vision: http://education.jhu.edu/aboutus/mission.html
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improvementandcommunitywell-beingbyassuringthatourstudents,andothersintheprofession,havethemostinnovativetoolsandeffectiveapproachestoadvancelearning.
MissionoftheSchoolofEducation
TheJohnsHopkinsSOE’smissionistosupportandadvancethequalityof educationandhumanservicesforthecontinuousdevelopmentofchildren,youth,andadults.
Weaccomplishthismissionthroughthefollowinginitiatives3:
• Research• Teaching• ProgramDevelopment• LeadershipandService• PartnershipPrograms
AppendixA:JHUSOEConceptualFramework4
JHUSOEDoctorofEducationProgram
ABriefHistory
TheJHUSOEhashadaDoctorofEducation(EdD)degreeprogramformanyyears.Originallythisface-to-faceprogramwasstructuredandfunctionedasatypicalDoctorofPhilosophy(PhD)programwiththegoalofproducingscholarsfortheprofessorate.In2012,thedecisionwasmadetodeveloptwodistinctprograms,aPhD,whichremainedasaface-to-faceprogram,andanEdD,whichwasdevelopedasanonlinedoctoralprogramforpractitioners.Duringthefallof2012,acommitteeusedtheCarnegieProjectontheEducationalDoctorate(CPED,http://cpedinitiative.org)guidelinesasafoundationindevelopinganewvisionofanEdDprogramfocusedonpractice.Duetotheinterdisciplinarynatureoftheinitiative,theshiftinemphasisfromthepreviousEdDcausedtheprogramtobemoremodern,moreexplicitlyconnectedtotheworkofeducatorsandleaders,anddifferentfromcourseworkinanyPhDprogram.Additionally,theprogramwasconceivedtobedeliveredentirelyonlinetoreachabroad-basedgroupoftalentedindividualswhomaynotfindatraditionalprogramaccessible.
Overview
TheJHUSOEfacultyoffersthisinnovativeanddynamicEdDprogramtoaddressthedramaticallychanginglandscapeofeducationinthe21stcentury.Thisonline,part-time,cohort-basedEdDprogramisdesignedtoprepareanexceptionalcorpsofpractitioner-scholars—educationalleaders—forawidevarietyofprofessionalpositions,bothnationallyandinternationally.Graduatesoftheprogramattaintheknowledge,skills,anddispositionstoexamineeducationalissuesdeeplyandeffectmeaningfulchangeinpreK-16educationalorganizations.Thegraduatesarepreparedtosetahighstandardfortransformationalleadershipineducation,applyevidence-basedpracticestoimproveeducationaloutcomes,andmeetthevastchallengesassociatedwithimprovinglearningoutcomesinbothpublicandprivateeducationalenvironments.Admissionto
3 School of Education Conceptual Framework: http://education.jhu.edu/aboutus/ConceptualFrmwrk2016FINAL.pdf 4Appendices are ordered as they are found in the EdD Faculty Handbook for consistency. They are not ordered consecutively in the EdD Student Handbook.
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thedoctoralprogramishighlycompetitiveandlimitedtohighlyqualifiedindividualswhomatriculateasmembersofacohort.Candidatesareexpectedtopossesssubstantialknowledge,successfulexperienceineducationalsettings,andhighlevelsofprofessionalismuponadmission.
TheoverarchinggoaloftheJHUEdDprogramistodeveloppractitioner-scholarswhohavetheknowledge,skills,anddispositionstoexaminesignificanteducationalproblemsandtodesign,implement,andrigorouslyevaluateeffectiveeducationalinterventionstoaffectchangeintheeducationalendeavor.UponcompletionoftheEdD,weexpecteachgraduatetosupportthecontinuedcreationofnewareasofpractitioner-focusedscholarshipaswellaspromoteanincreaseintheutilizationofresearchfindingsinprofessionalpractice.Specifically,weexpectgraduatesto:
• Participateinadiversecommunityofeducationalpractice.• Contributetothepublicdiscourseonimprovementofeducation.• Engageinandpromoteevidence-basedpracticesthroughtheapplicationofrigorous
methodology.• Linkhighqualityeducationresearchtopolicyandpractice.• Provideleadershipintheireducationcontextbyapplyingadvancedtheoretical
perspectivestoproblemsofpractice.• Developmutuallybeneficialpartnershipsbetweenpublicandprivateinterests.• Leadinnovativeeducationpolicy.• Implementinclusiveandsociallyjustpolicies,practices,andorganizationalchange
processes.
AcademicpreparationwithintheEdDprogramisgroundedinafusionofbothresearchandpractice.Researchcompetenciesforcandidatesincludecritiquingandintegratingresearchresultsreportedintheliterature;examiningasignificantProblemofPractice(POP)throughextantliteratureaswellasempiricallywithinone’scontextofprofessionalpractice;independentlydesigningandimplementinganintervention;andconducting,analyzing,interpretingfindings,reporting,anddisseminatingtheresultsoftheirprogramevaluation.Inadditiontosuccessfullycompletingallcourseworkrequirements(ProgramofStudy),candidatesmustalsosatisfywrittenandoralassessmentsthatdocumentattainmentofcompetenciesandanapplieddissertation.
BecausetheEdDprogramisdesignedspecificallyforthepracticingeducator,GREsarenotrequiredforadmissiontotheprogram.However,othermeasuresofthecandidate’sreadinessfordoctoral-levelworkareconsideredasthecourseworkisrigorousandcandidateselectionishighlycompetitive.StudentsadmittedtotheEdDprogramhavebeenidentifiedforpotentialsuccessbasedonpreviousacademicsuccessinrigorousundergraduateandgraduatecoursework,awell-articulatedPOPthatalignswiththeexpertiseofJHUfaculty,andatleastthreeyearsofprofessionalexperiencewithintheirprofessionalcontext.Pleaserefertotheprogramwebsiteathttp://education.jhu.edu/Academics/doctoral/EdD/foradditionalinformation.
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MembershipintheCarnegieProjectontheEducationalDoctorate(CPED)
TheJHUSOEEdDprogramisamemberoftheCPEDconsortiumofmorethan85collegesandschoolsofeducationworldwide.CPEDisanationaleffortspearheadedbyLeeShulmanandpositionedtopreparepractitioner-scholarstoapplytheirpracticetogeneratenewknowledgeandbecomeinformedexpertswhoguidetheprofessiontonewachievements.Asagroup,CPEDmembersworkcollaborativelytocriticallyexamineandstrengthentheEdDprogramthroughtesting,refining,discussing,providingfeedback,andvalidatingsuccessfulpracticesthroughjointconversationsatsemiannualconveningsandresearchprojects.
VisittheCPEDwebsiteforfurtherdetails:http://cpedinitiative.org
ProgramLeadershipandAdministration
EdDDirector
[email protected]://education.jhu.edu/faculty/SOE_Faculty/stephen-pape
Ms.Masonanswersquestionsaboutthefollowing:• Documentationofcomprehensiveexaminations,proposals,anddissertationdefense• Graduationclearance
Ms.AnnanworkswiththeEdDDirectorinthefollowingprogrammanagementefforts:• ProvidingadministrativesupporttotheDirector• MaintainingtheDirector’scalendar(PleasecontactMs.Annantoscheduleanappointment
withtheDirector.)• Managingspecialprojectsanddataanalysis
TheProgramCoordinatorrespondstoquestionsaboutstudentrecordsandcourse registration including thefollowing:
• Inquiriesfrompotentialstudents• Admissionsprocess• Orientation/residency• Prerequisitetaskspriortofirstsemesterregistration• Programplans/coursespersemester• Scholarshipawards• Currentstudentissues
Studentsmaycontactthefollowingofficesforinformationrelatedtotheseservices:
• Records&Registration([email protected])
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• FinancialAid([email protected])• InternationalServices([email protected])• DisabilityServices([email protected])• StudentAccounts([email protected])
ProgramStructure
ProgramRequirements
TheEdDprogramrequirescandidatestocompleteninety(90)credithoursbeyondthebachelor’sdegree.Studentsentertheprogramwithamaster'sdegreetypicallycomprisingaminimumof36graduate-levelcredits,whichareautomaticallytransferredintotheEdDprogram.Whiletheprogramwasdevelopedforstudentstocompleteinthreeyears,studentswhooptforalongerdurationmaytakeuptofiveyearstocompletetheprogramcoursework.Studentsarerequiredtocompletetheirdissertationwithinsevenyearsofenteringtheprogram.
The2017cohortwillpursueahybridprogram.Candidatesmaypursuethethree-yeartypicalprogram,ortheymaypursueacombinationofcoursestofulfillthenew(2018cohort)program.Studentswhowishtopursuethedoctorateinfourorfiveyearscanworkwiththeiradviserstodetermineanappropriateprogramofstudy.
Note:Studentsmustenrollforaminimumof4.5creditseachsemestertobeeligibleforfederalfinancialaid.Financialaidinformationcanbefoundonthefollowingwebsitehttp://www.students.education.jhu.edu/financial/
Studentswhodonothavetherequired36master’screditsmaybeadmittedonaconditionalbasisandmustcompletetheadditionalgraduate-levelcreditsatanaccreditedcollegeoruniversity.Thesemissingcreditsshouldbecompletedpriortobeginningtheprogram.Studentswithpost-master’sgraduatecreditcompletedpriortoprogramadmissioninrelatededucationcontentmaypetitionforanadditional6transfercreditsbycompletingaPetitionforCourseTransferForm(AppendixB).TransfercreditwillonlybegivenwhencontentcloselymatchestheEdDcourseattheappropriatelevelofrigor.AlltransfercreditmustbeapprovedbytheEdDDirectorbythespringsemesterofthestudent’sfirstyearofdoctoralstudy,otherwisethestudentisresponsibleforcompletingallcoursesinthecourseplan.Studentsareresponsibleforthecontentofthetransfercoursesonallprogramassessments(e.g.,comprehensiveexamination).
AppendixB:PetitionforCourseTransferForm
PleaserefertotheExampleProgramofStudyfordetailsofthecourseworkandlengthofprogram(AppendixC).
2016CohortorEarlierProgramofStudy
Studentsadmittedintothe2016cohortorearlierwillfollowthecourseplanbelow:
• CORE1-ScienceofLearning(12credithours)• CORE2-EducationalOrganizations,Contexts,andSystems(12credithours)• CORE3-AppliedResearchandEvaluation(9credithours)• AreaofSpecialization(12credithours)
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• AppliedDissertation(9credithours)
2017CohortProgramofStudy
Thefollowingcourseworkcomponentsarerequiredbeginningwiththe2017cohort.Studentsinthe2017cohortmayoptforthethree-yearprogram(seebelow)ortransitiontothenewextendedcourseformat.
• FoundationsofEducation(12credits+electives)• AppliedResearchandEvaluation(9credithours)• SpecializationArea(12credithours+electives)• AppliedDissertation(9credithours)
StudentspursueanAreaofSpecializationfrombroadareasofstudyincludingthefollowing:
EducationalContextsandLeadership(ECL)EntrepreneurialLeadershipinEducation(ELE)UrbanLeadership(URB)
Mind,Brain,andTeaching(MBT)TechnologyIntegrationinK16Education(TechK16)HigherEducation(underconsideration)
AppendixC:ExampleProgramofStudyAppendixAA:ProgramPlan2017
ProgramCoherenceandIntegration
Programcoherenceiscriticaltosuccessfulcompletionofthethree-yeardoctoralprogram.ThereareseveralwaysthattheJHUSOEEdDprogramwasbuilttoensurecoherence.First,coursecontentwithinthecoreareasintroducescommontopicsiteratively.Second,studentsdevelopthefoundationfortheirdissertationwithinthecoursework.Third,programcompetencieshavebeenintegratedwithinthecourses.Candidatesprovideevidenceofachievingthesecompetencieseachsummerthroughtheirworktowarddissertationcompletion.Toillustratetheintegratednatureoftheprogram,wehighlightthelearningtrajectoryacrossthethree-yearprograminthefollowingparagraphs.
WhilecandidatescometotheprogramwithanarticulatedPOP,thefocusofYearOneistorefinethePOPintoaresearchablequestion(s).Duringthefirstyearoftheirdoctoralstudies,studentsparticipateintwocoursesinwhichtheyexamineeducationalissuesincludingtheirPOPfromvariousdisciplinaryperspectives.IntheMultiplePerspectivesonLearningandTeachingcourse,candidatesfocusonpsychologicaltheoriesthatbroadlyilluminateourunderstandingofhowpeoplelearn.TheDisciplinaryApproachestoEducationcoursechallengesstudentstoinvestigateeducationalissuesfromanthropological,historical,economic,andsociologicalperspectives.Studentsalsotaketwocoursesthatfocusonexaminingeducationalproblems.InContemporaryApproachestoEducationalProblems,studentsareintroducedtoImprovementSciences(Bryk,Gomez,Grunow,&LeMahieu,2015)astheylearntocriticallyanalyzeresearch.StudentsalsobegintobuildtheirknowledgeoftheresearchprocessthroughtheonlinesummerorientationandcontinuethislearningwithinResearchMethodsandSystematicInquiryI.Inthiscourseaswellasduringthesummerdissertationcreditsduringthesummer,studentsempiricallyexaminethe
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factorsassociatedwithandunderlyingcausesforthePOPwithintheircontextofprofessionalpractice.Studentsgatherempiricalevidence,throughsystematicobservation,existingdataanalysis,orthecollectionofnewdata(ifappropriate),todescribethePOPwithintheircontextofprofessionalpracticeandtounderstandhowthefactors/causesarefunctioningwithintheircontext.Thesynthesisoftheliteraturedevelopedduringthefirstyearoftheprogramandtheempiricalexaminationofthecontextofprofessionalpractice(i.e.,theneedsassessmentstudy)aretheinitialcomponentsforastudent’sYearOnepaper.
Studentsgenerallytake1–2corecoursesduringthesummersemester.Thesecoursesmayincludeanelectivecourse.Studentsinspecificspecializationsareencouragedtotaketheinitialcorecoursefortheirareaofspecialization,ifavailable(i.e.,MBT-Mind,BrainScience,andLearning;ECL-LeadershipinEducationalOrganizations,andEdTech-Technologies&CreativeLearning).Inthesecourses,candidatescontinuetheirinvestigationoftheScienceofLearningandEducationalOrganizations,Contexts,andSystemscoreareas.AllstudentsarerequiredtoengageintheMulticulturalEducationcourse.
DuringthefallofYear2,candidatesbegintospecializewithintheirareaofspecializationastheyfocustheireffortsonidentifyingand/ordevelopingaresearch-basedinterventiontargetedtowardimpactingoneormorefactorsassociatedwithorunderlyingcausesforthePOP.Thesecoursesnotonlyfocusonastudent’sareaofspecializationbutalsoserveasthecontextinwhichtheywritetheirliteraturereviewfortheirapplieddissertationstudy.WithintheYear2researchcourses,candidatesbegintoconsiderhowtheywilldocumenttheprocessofimplementingtheinterventionaswellasproximaloutcomesoftheirintervention.Thethirdyearcontinuesthefocusinacandidate’sareaofspecializationasthecoreareasarecompleted.Candidatescompletecomponentsoftheirdissertationwithinthespecializationcoursesandcompletethedissertationduringthethirdsummer.
TheEdDprogramfacultyarecommittedtodevelopinganeffectivestructureofsupportforstudentswhileholdingthemtothehighestexpectationsfordoctoralwork.Sincecourseworkprovidesanopportunityforstudentstobeginelementsofthedissertation,allfacultyplayacrucialroleinsupportingdoctoralstudentstoattaintheirgoalsfortheprogram.Toensuresuccess,theEdDprogramexpectsstudentstounderstandtheintegratednatureoftheprogramwhilerecognizingthattheworkdoneincoursesisnotanimmediatedissertationproduct;furtherworkbeyondthesemesterwillalwaysberequiredtoenhanceandrefinetheproductforthedissertationbasedoninstructorandadviserfeedback.
ProgramTransitionPointsandKeyAssignments
CandidatesenrolledintheJHUSOEEdDprogrammustsuccessfullymeettherequirementsofseveraltransitionpoints,whicharedelineatedinAppendixE:TimelineofTransitionPoints.Belowisadescriptionofthetransitionpoints.
AppendixE:TimelineofTransitionPoints
YearOnePaper
Thispaperisaculminationofastudent’sexaminationofthefactorsassociatedwithand/orunderlyingcausesfortheProblemofPractice(POP).Thispaperrepresentsadeepsynthesisofresearchliteratureandanempiricalstudythatisconductedwithinthecontextsofprofessionalpractice.StudentsworkwiththeiradvisersduringthesummerofYearOnetorevise,combine,and
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enhancetheworkcompletedintheYearOnecourses.StudentssubmittheYearOnePaperandmustshowadequateprogresstowardYearOneprogramcompetenciestocontinueintothefallsemestercourses.Studentswhoarenotsuccessfulinthissummerprojectmayberequiredtotakealeaveofabsence.TheYearOnePaperissubmittedtotheadviserinAugustofthesummerfollowingYearOnecourseworkcompletion.
YearOneSelf-AssessmentPaper
StudentspresenttheirYearOneSelf-AssessmentPaperindicatinghowtheirworkthusfarintheprogramprovidesevidenceoftheYearOneprogramcompetenciesandgoals.TheYearOneSelf-AssessmentPaperissubmittedwithintheBlackboardprogramsiteandtothestudent’sadviser(s)beforethecompletionofthesummerterm(dateTBDbasedonSOEcalendar).
YearOneSelf-AssessmentAssignmentDescription(anticipatedrevisionavailableJune2017)
ComprehensiveExams
TheDoctorofEducationProgram(EdD)requiresstudentstosuccessfullycompleteanoralcomprehensiveexaminationasatransitionbetweenYearTwoandYearThreecoursework.Successfullycompletingthecomprehensiveexaminationisaformalassessmentofastudent’sreadinesstoenterthedoctoralcandidacyandbeginhisorherdissertationresearchstudy.
Typically,thistransitionpointiscompletedthelastweekofthesummersemesterafterYearTwocourseshavebeencompleted.StudentsarerequiredtoorallyrespondtoaminimumoffourquestionschosenbytheDissertationAdvisoryCommittee(DAC).TheDACproctorstheexam,whichisscheduledfor2hours.
Therearethreepossibleoutcomesfortheexamination:Pass,PasswithConditions,orFail.IftheconditionsforaPasswithConditionsarenotadequatelymet,thestudentisdeemedtohavefailedthecomprehensiveexaminationandmusttaketheexaminationagaininitsentirety.
Studentswhodonotsuccessfullycompletethecomprehensiveexamshouldnotmoveforwardwiththeirdissertationresearch.Studentswhodonotsuccessfullycompletethecomprehensiveexaminationintheirfirstattemptwillhaveasecondopportunity.Ifthesecondopportunityisnotsuccessful,thestudentwillbeaskedtoleavetheprogram.
Thecomprehensiveexaminationshouldprecedethedefenseofthedissertationproposal.Studentswhowillneedtostarttheirinterventionsanddatacollectionbeforetheendofthesummersemestershouldspeakwiththeiradvisersabouttakingthecomprehensiveexaminationearlierduringthesummersemester.Thesestudentsshouldavoidacorecourseduringthissemester.Pleaserefertocomprehensiveexaminationdescriptionbelow,AppendixJ:ComprehensiveExaminationProtocol,AppendixK:HowtoPreparefortheComprehensiveExams,andAppendixV:ReportofComprehensiveExaminationfordetailsandrecommendationsonhowtoprepareforasuccessfulcomprehensiveexamination.
AppendixJ:ComprehensiveExaminationProtocol
AppendixK:HowtoPreparefortheComprehensiveExams
AppendixV:ReportofComprehensiveExamination
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DissertationProposal
FollowingsuccessfulcompletionofthecomprehensiveexaminationandpriortosubmittinganIRBprotocoltobegindissertationresearch,studentsmustsuccessfullycompleteanoraldefenseoftheirdissertationproposal.ThedissertationproposaldefenseisadiscussionduringwhichstudentspresenttheresearchthathasshapedtheirunderstandingoftheProblemofPractice,theproposedinterventiontoeffectuatesomepositivechangerelatedtoproblem,andaplantoevaluatetheinterventionimplementationtoestablishwhetherchangehasoccurred.
Thedissertationproposalisaculminationofastudent’sworkoverthefirsttwoyearsoftheprogram.ThedissertationproposalshouldconsistofChapters1–4.Chapter4isaproposalforthedissertationstudy.Astudentcannotdefendthedissertationproposalwithouttheapprovaloftheadviser.Oncetheadviseragreesthatthestudentisreadytodefendtheproposal,thestudentshouldreachouttothecommitteemembersanddetermineadateandtimeforthedefense.Itisthestudent’sresponsibilitytohaveacleancopyofthedissertationproposaltoeachmemberofthecommitteenolessthantwoweeksinadvanceofthedefensedate.
TheDoctoralAdvisoryCommittee(DAC)determinesthelevelofrevisionrequiredincluding“minorrevisions,”“substantialrevision,”or“majorrevision.”Pleaserefertotheapplieddissertationdescriptionbelow,andAppendixL:AppliedDissertationDescription,fordefinitionsoftheselevelsofrevision.RefertoAppendicesGandHfortheDefenseProtocolandtheApprovalofDissertationProposalForm.
AstudentisadmittedintoDoctoralCandidacywhenheorshehassuccessfullypassedthecomprehensiveexaminationanddefendedhisorherdissertationproposal.Studentsshouldwaittobegintheirdissertationstudyuntiltheyhavebeenadmittedtocandidacy.
AppliedDissertation
DoctoralcandidatesareexpectedtodemonstrateevidenceofproficiencyinindependentresearchthroughthedevelopmentandconductofaresearchprojectrelatedtoaPOPfocusedonthecandidate’scontextofprofessionalpractice.Theapplieddissertationprovidesevidenceofadoctoralstudent’sabilityandmasteryoftheskillsnecessarytoframeanimportanteducationalissueanddevelop,implement,andevaluateanintervention.Theapplieddissertationiscomprisedoffiveprimarycomponents:(1)anintroduction;(2)aclearlyarticulated,contextualizedconceptualframeworkthatdepictstherelationshipsbetweenunderlyingcausesandassociatedfactorswithinthecontextofprofessionalpractice;(3)aninterventionandprogramevaluation;(4)documentationoftheprocessofimplementation;and(5)findingsrelativetoproximaloutcomes,analysis,conclusions,andimplicationsfortheeducationalpractitioner.
PleaserefertotheguidelinesoutlinedinAppendixL:AppliedDissertationDescription.WhentheDACmembershaveapprovedthedissertationstudy,thestudentshouldfacilitatethecollectionofthecommitteemembers’signaturesontheApprovalofDissertationProposalForm.
AppendixL:AppliedDissertationDescription
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DissertationDefenseTimelineandExpectations
Thefinalsteptowardcompletionofthedegreeisthedefenseofthestudent’sdissertationresearch.ThisisadefenseofChapters1–5ofthedissertation,whichshouldbeformattedinaccordancewiththeJHUETDandAPAformattingexpectations.ThesameroomandtechnologyreservationprotocolasnotedintheDissertationProposalDefenseisfollowed.
Theadviseristheleadreaderonthedissertationstudy.TheDACservesasdisciplinaryormethodologicalexpertswhoshouldbeconsultedthroughoutthedevelopmentofthedissertationstudyandwritingthedissertation,buttheadvisershouldseeaninitialdraftandgiveseveralroundsoffeedbackpriortoallowingthestudenttosubmitthedissertationtothecommittee.Studentsshouldexpectfeedbackfromtheiradviserswithinapproximately2weeksofsubmittingadraft.SeeAppendixE:TimelineofTransitionPointsandAppendixG:DefenseProtocol,forfurtherdetailsofthedissertationproposalanddissertationdefenses.
RoomandTechnologyReservation
Itisthestudent’sresponsibilitytosecurethespaceandtechnologyforthecomprehensiveexaminationanddissertationdefenses(i.e.,proposalandfinaldissertation).Theroomreservationandtechnologyprotocolisasfollows:
1) Thestudentmustconfirmtheapproveddate/timewiththeDAC.2) Ifthestudentandothercommitteememberswillbepresentatthedefense,thestudent
mustemailSchedule@jhu.eduandcctheEdDProgramCoordinatortorequestaroomatSOE.IfaroomattheColumbiacampusisneeded,thisshouldbeindicatedintheemail.
3) Ifthestudentoranotherindividualisplanningonattendingvirtually,thestudentmustrequestbyemailRoom222andaccesstotechnologyforavirtualmeeting.TimReiss([email protected])isthecontactforrequestingtechnologyintheassignedroom.
4) ThestudentmustconfirmthisinformationwiththeprogrambysendinganemailtotheProgramCoordinator(TBD)withconfirmationofthedefensedate,room,andthattechnologyhasbeenrequested.
5) Ifthedateand/ortimeforthedefenseischanged,thestudentmustemailthefollowingtocanceltheroomandtechnology:[email protected],CathyCao([email protected]),[email protected]
SubmissionofApprovedDissertation
TheUniversityrequiresthatstudentselectronicallysubmittheirdissertationtothelibrarythroughtheelectronicthesisordissertation(ETD)system.Themostup-to-dateinformationisavailableathttp://guides.library.jhu.edu/etd.Tograduateinagivensemester,thefinaldissertationwithalleditsmustbesubmittedthroughtheETDsystembeforethedeadlineforfinalsubmission.(SeetheETDwebsiteforthedeadline,whichvarieseachsemester.)
Anelectronicthesisordissertationisadigitalversionofastudent’sdissertationthatisavailabletothepublicviatheInternet.ThefilemustbeaPDF/A,notastandardPDF.(SeetheETDwebpageforhelporattendoneoftheseriesofone-hourETDworkshops.)
Thedissertationisintellectualproperty.Copyrightisautomatic,butregistrationwiththeCopyrightOfficeestablishesapublicrecordofthecopyrightclaim.Todoso,studentsmayregisteracopyright
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withtheCopyrightOffice.Informationcanbefoundunder“DoctoralDissertations”ontheETDsubmissionwebpage.
AsofDecember1,2015,thelibraryreinstatedalong-standingsubmissionfeefordissertations.This$60feemaybepaidbycreditcard.StudentsmustpaytheETDfeeimmediatelyaftersubmittingthedocumentasthedissertationwillnotbeapproveduntilthelibraryverifiesthatthefeehasbeenpaid.
AppendixG:DefenseProtocol
AppendixH:ApprovalofDissertationProposalForm
AppendixI:DissertationApprovalForm
AdviserandDissertationAdvisoryCommittee
Adviser
Theadviser is responsible forguiding the student through candidacyanddissertationrequirements,servingasaconsistentsupportpersonandthemainrespondenttothechaptersfortheapplieddissertation.Theadviserdevelopsaseriesofcheckpointseachsemesterbasedontheprogramtimeline(seeAppendixE:TimelineofTransitionPoints).
Whenapplicantsareacceptedasdoctoralstudents,theyareassignedaninitialadviserwhoistypicallytheDirectororanotherfacultymember.TheinitialadviserhelpsstudentsnavigateorientationandthefallsemesterofprogramYearOne.Duringthefallsemester,studentssubmittheirrevisedPOPstatement,whichtheprogramfacultyusestomatchthestudentwith(an)SOEadviser(s).(SeeAppendixZ:POPStatementResource(October15,2016).
AppendixZ:POPStatementResource(October15,2016)
SelectionofAdviser
Theselectionofadviser,whoservesastheChairoftheDAC,isbaseduponthestudent’spreferenceswithinprogrammaticconstraints,thesharedinterestsofthestudentandthefacultymember,andtheteachingandadvisingresponsibilitiesofthefacultymember.Ifastudenthasaspecificrequestforafacultyadviser,thestudentshouldnotifytheprogramatthetimeofthePOPsubmission.Theprogramwillattempttohonorastudent’srequestifpossible,basedontheconstraintsnotedabove.
Studentsreceiveanemailinthelatefall/earlyspringsemestersuggestingafacultymembertoserveasanadviser.StudentsshouldquicklyscheduleacallwiththefacultymembertodiscusstheirPOPandexpectationsoftheadvisingrelationship.Afterthatconversation,ifthematchismutuallyagreeable,thestudentcompletesaChangeofAdviser/CommitteeMemberFormtoconfirmthenewadviser(seeAppendixT).Ifthepairingisnotmutuallyagreeable,thestudentmustinformtheCo-DirectorsoftheEdDprogram,andtheprocesswillcontinueuntiltheappropriateadviserisselected.
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ChangeofAdviser
Doctoralstudentsseekingachangeofadviseratanytimeduringtheirdoctoralstudiesmustinformtheircurrentadviseroftheirdecisiontorequestachange.TheyshouldthencontacttheDirectortosupportidentificationofanewadviser.Oncethispersonagreestoserveasadviser,studentscompleteaChangeofAdviser/CommitteeMemberForm(AppendixT)andsubmitthecompletedformwithintheprogramsiteinBlackboard.Thisformmustprovidearationaleforthechangeandthesignatureofthenewadviserindicatingthatheorsheiswillingtoadvisethestudent.AchangeinadvisermustbeapprovedbytheprogramDirector.
AppendixT:ChangeofAdviser/CommitteeMemberForm
FacultyCo-Advisers
Therearetimeswhendoctoralstudentsareassignedco-advisers.Co-advisersmaybeintheformoftwoJHUSOEfacultywhoarepartneringtoworkwithastudentduetotheircomplementaryexpertise.Inaddition,studentswithadjunctadvisers(i.e.,non-JHUSOEfaculty)orSOEfacultynewtoadvisingintheEdDprogramareassignedanSOEfacultymemberasprogramco-adviserandcommitteemember.Theco-adviseristhesecondaryadviserwhosupportstheprocessandexplainspoliciesthatareinherentinthemulti-yeardurationoftherelationship.AsamemberoftheDAC,theco-adviserisintegraltothedevelopmentofthedissertationthroughouttheprocess.
DoctoralAdvisoryCommittee
TheDACconsistsofthreeindividuals.Thechairorco-chairsofthestudent’sDACis(are)thestudent’sadviser(s)andmustbeafull-timeSOEfacultymember.Inaddition,thecommitteeincludesatleastoneotherSOEfacultymember,andoneoutsidemember,whomusthaveaterminaldegreeandmaybeapersonfromthestudent’scontextofprofessionalpractice.StudentsshouldsubmitacompletedChangeofAdviser/CommitteeMemberForm(AppendixT)alongwiththeoutsidecommitteemember’scurrentCVtotheProgramCoordinatorforapprovalbytheDirectornolaterthanfallofthestudent’ssecondyearintheprogram.
InstitutionalReviewBoard
StudentsmustrecognizetheirresponsibilityintheconductofresearchinvolvinghumanparticipantsandtheroleoftheJHUHomewoodInternalReviewBoard(HIRB)tothesafetyandwell-beingoftheparticipants.NodatamaybecollectedpriortoHIRBapproval.AnydatacollectedwithoutHIRBapprovalconstitutesacademicmisconduct.
MeetingRequirementsforEthicalResearch(HIRB)
TheJohnsHopkinsUniversityiscommittedtoprotectingtherightsandwelfareofindividualsparticipatinginresearch.AllhumanparticipantresearchconductedundertheauspicesoftheUniversityisevaluatedbyHIRBtoensurethattherightsandwelfareofparticipantsarefullyprotected.
StudentswhointendtoconducttheirresearchwithdatafromhumanparticipantsmustsubmitaproposaltotheHIRB.(SeetheHumanSubjectsProtectionProgramwebsiteathttp://web.jhu.edu/Homewood-IRB.)AllfacultyandstudentsintheEdDprogrammustcomplywiththeJHUguidelinesforIRB.
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1. ForthepurposeoftheHIRBprotocol,astudent’sadviseristhePIonthedissertationstudy.TheadviserisresponsibleforreviewingandsubmittingtheIRBprotocol,andinsodoingtheadviseriscertifyingthattheIRBprotocolisalignedwiththestudent’sapproveddissertationstudy.
2. StudentsdeveloptheIRBprotocolonlyaftertheyhavedefendedthedissertationproposalandallcommitteemembershaveapprovedthestudyandsignedtheApprovalofDissertationProposalForm(AppendixH).
3. IRBprotocolsshouldbesubmittedtobothJHUHIRBandtheIRBwithinthestudent’scontextofprofessionalpractice(i.e.,schooldistrictorothereducationalorganization)atthesametime.OncesatisfiedwiththeIRBprotocol,JHUwillapprovethestudent’sstudyPENDINGdistrictoreducationalorganizationapproval(ifthedistrictoreducationalorganizationrequiresapprovalfromaformalboard).Typically,thedistrictwillthenapprovetheresearchoraskforchanges.AllchangeswillrequiremodificationsreportedbacktoJHUHIRB.Oncebothbodiesapprovetheresearch,JHUHIRBcanofficiallyapprovethestudy.
4. StudentsshouldnotrecruitparticipantsorcollectdatapriortoJHUHIRBandhomeIRBapproval.Onceapproved,studentsshouldusethestampedJHUHIRBapprovedletterstorecruitparticipants.
5. IncaseswherethecontextofprofessionalpracticedoesnothaveanIRBandtheSuperintendentorotherofficialapprovestheconductofresearch,HIRBwillrequirealetterindicatingthattheschooldistrictisawareofthestudymethods,hastheauthoritytoapprovetheconductofresearch,andapprovesofthestudent’sdissertationstudy.ThatlettermustbeincludedwithintheHIRBprotocol.
6. Onceapproved,allchangestothespecificsofastudy,regardlessofhowsmall,MUSTbeapprovedbybothIRBbodiespriortomakingthesechangestotheapprovedstudy.
AlldoctoralstudentsandfacultyarerequiredtoobtainHumanSubjectProtectionsCertificationbycompletingJHU’sCITIProgramtrainingandtomaintainthiscertification.Seehttps://www.citiprogram.org/Default.aspforup-to-dateinformation.AllstudentsshouldhavecompletedCITItrainingaspartoftheirorientationand,therefore,shouldhavecertificationfortheentiretimeoftheirprogramunlesstheygobeyondthethree-yearprogram.StudentsmustsendJohnBlack([email protected])thecompletedCITItrainingcertificate.IfCITItrainingiscompletedatanotherinstitution,thestudentmustcreateaCITIaccountorlogintoanexistingaccountandaffiliatewithJHU.(SeeAppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining.)Forquestionsabouttheprocess,contactJohnBlackinHIRB([email protected]).
AppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining
ConferralofDegreeandGraduationCeremony
TheUniversityconfersdegreesthreetimesayearinMay,August,andDecember.Thereisonlyonegraduationceremony,however,heldinMayofeachyear.Allgraduatesandfacultyareencouragedtoattendthegraduationceremony.Thisisanimportanteventforstudentsaswellastheirfamilies,advisers,theSOE,andtheuniversity.GraduateswillbehoodedintheSOEceremonyduringtheMaygraduationceremonyfollowingtheconferraloftheirdegree.Pleasenotethatparticipationin
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thegraduationceremonymaybeuptoninemonthsafterthedegreeconferraldate.
ApplyingforGraduation
Onceastudentisconfidentthatheorshehascompletedallrequirementsofthedegree,thestudentcompletesandsubmitstheApplicationforDegreeFormtobeconsideredforgraduation.Thedeadlineforsubmittingthisform,whichistypicallyearlyinthesemester,islistedonthefollowingwebsite:http://education.jhu.edu/graduation/
ProgramResourcesforStudents
YearOneCohortCoach
TheYearOneCohortCoachprovidesacademicsupportforEdDstudentsduringtheirfirstyearintheprogram.Thispersonservesasthestudent’sconnectiontoandmeansforacculturationintotheEdDprogramduringthisinitialperiodintheprogram.TheCohortCoachmonitorsastudent’sexperienceandprogress intheprogramgenerallyandbuildscommunitywithinthecohortofstudentsbymaintainingcommunicationwiththecohort,engagingwithstudentswithintheBlackboardprogramsite,communicatingwithindividualstudentsatleastmonthly,andcreatingcriticalfriendsgroups.TherolesandresponsibilitiesoftheCohortCoachinclude:
• Conveningataminimum,monthlymeetingstohelpstudentsunderstanddoctoral;expectationsincludinghowtodevelopdoctoral-levelskillsandcompetencies;
• Remainingavailabletostudentsforemailcommunicationasneeded;• Respondingtostudentemailsandrequestsinatimelyfashion;• Supportingstudents’generaldevelopmentasdoctoralcandidates;• Guidingstudentsinthedevelopmentofdoctoral-levelthinking;• GuidingstudentsastheyrefinetheirPOPstatements;• Identifyinganyareasofneedamongstudents;and• ProvidingfeedbacktotheProgramDirectorsregardingtheneedsofstudents.
EdDProgramSite
TheEdDProgramsiteisstudents’connectiontotheirEdDprogram.Thissitecontainsallprogram-developedorprogram-recommendedresourcestosupportstudentstosuccessfullycompletetheEdDprogram.Studentsareencouragedtoreviewtheresourcesandmaterialsforrequiredforms,orientationmaterials,archivedorientationrecordings,discussionboards,andadditionalresources.
Starfish:OnlineSchedulingandEarlyWarningSystem
Starfishisaprogramwithinthelearningmanagementsystem(LMS)thatprovidesanearlywarningsystemforstudents,faculty,advisers,andtheDirectortosupportstudentswhoareexperiencingdifficulty.Programfacultyandadministrationcancommunicatewithstudentsandraiseaflagtoalertastudentofaconcernthatmayjeopardizehisorherprogressintheprogram.Therearealsoflagsthatcanberaisedtoalertfacultyofpersonalorhealthissuesthatmaypreventastudentfromparticipatinginclassforacertainperiodoftime.
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Ifastudentseesthataflaghasbeenraised,itisexpectedthatthestudentcommunicatesimmediatelywiththefacultymembertodiscusstheconcern.TheDirectormayalsorequestameetingtoconfirmthattheissuehasbeenresolved.
ManyfacultyuseStarfishtoschedulemeetingsduringofficehours.StudentsshouldlookforthefacultyofficehoursinStarfishtoscheduleanappointment.IfthefacultymemberisnotusingStarfish,heorshemaybecontactedbyemailorphone.SeeAppendixQ:Starfish-GettingStartedGuideforStudentsformoredetails.
AppendixQ:Starfish-GettingStartedGuideforStudents
SPSSStatisticalSoftware
StudentshaveaccesstovirtualSPSSstatisticalsoftwareatnoadditionalcostuponenrollmentintheirfirstsemesteroftheEdDProgram.ItisnotrequiredthatthestudentpurchaseSPSSstatisticalsoftware,andifastudentchoosestopurchaseadifferentstatisticalpackage,pleasenotethattheprogramwillteachdataanalysisusingSPSSsoftwareonly.
ToaccessthevirtualSPSS,thestudentwillneedtodownloadaCitrixclienttohisorhercomputer.Pleasegotohttp://studentaffairs.jhu.edu/computing/computing-on-campus/computer-lab/myjlab/ to access directions to download and use Citrix. LibrarianInformationalSessions
SOELibrarians:[email protected]@jhu.edu
TheSOElibrariansprovidevariousservicesfortheEdDfacultyandstudents.Thesesupportshavecometothestudentsintheformofdiscussionboardswithincoursesortheprogramsiteandsynchronoussessionsledbythelibrarians.TopicsofthesesessionsincludespecificassignmentswithincoursessuchasfindinginformationfromtheperspectiveofeachdisciplinefortheDisciplinaryApproachestoEducationalProblemscourse,writinganannotatedbibliography,evaluatinginformation,synthesizingresearchliterature,andusingGoogleandGoogleScholar.
LibraryResourceGuides
Thelibraryhasdevelopedresourceguidesthatserveasalaunchingpointforeducationresearchandcontaincontactinformationforthelibrarians:
Education–http://guides.library.jhu.edu/educationCounselingandHumanDevelopment–http://guides.library.jhu.edu/counselingEducationintheHealthProfessions–http://guides.library.jhu.edu/edhealthsci
ElectronicandPrintReserves(E-Reserves)
StudentshaveaccesstoonlinereadingsthroughE-Reserves.Thisisavailableineachcourseforthedurationofthecourseonly.Itisimportantthatstudentsdownloadresourceswhiletheyareavailableduringthesemesterinwhichtheyareenrolledinthecourse.Oncethecourseends,studentswillnolongerhaveaccesstotheE-Reserves.
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PlagiarismSoftware:IthenticateandSafeAssign
TheEdDprogramtakesissuesofplagiarismseriously.FacultyareencouragedtosubmitallstudentassignmentsthroughIthenticate.StudentsshouldrefertotheJHUSOEacademiccataloguehttp://www.students.education.jhu.edu/catalog/policies/conduct/academic.htmlformoreinformationregardingIthenticateandSafeAssign.
APAFormattingStyle
TheuseofthemostcurrenteditionofthePublicationManualoftheAmericanPsychologicalAssociation(APA)isrequiredwithinallEdDcourses.ItishighlyrecommendedthatstudentsbuythecurrentAPAmanual.ThefollowingreferencesareavailabletolearnmoreaboutAPA.
HandyGuideforAPA
https://ssw.unc.edu/files/web/pdf/Current%20Students/ThePortableEditor5final.pdf
QuizzesforPracticeorSelf-Assessment
http://www.niu.edu/writingtutorial/style/quizzes/APA.htmhttps://awc.ashford.edu/apa-practice-quiz.htmlTeachingAssistants
TeachingAssistants(TAs)aregraduatestudentswhohelpfacultywiththecontentanddeliveryofcourses.TAsaresupervisedbythecourseinstructor-of-recordandaresubjecttoestablishedSOEpoliciesonstudentacademicemployment.TAsarehiredonanas-neededbasisandarerequiredtohavecompletedthecourseinwhichtheywillserveandhaveachievedagradeintheA-range.IfastudentisinterestedinapplyingtobeaTA,applicationisthroughJHUJobs:https://jobs.jhu.edu/jhujobs/
ServicesprovidedbyTAsinclude,butarenotlimitedto,monitoringandleadingdiscussionsessions,offeringofficehourassistance,and/orperformingclericaltasksassociatedwithcourseinstruction.WhileTAscanrecommendgradesforassignments,thecourseinstructor-of-recordisresponsibleformakingallgradingdecisions.SeeAppendixS:PolicyStatement:TeachingAssitants,fortheresponsibilitiesofaTA.
AppendixS:DutiesofTeachingAssistantsintheEdDOnlineProgram
AcademicPolicies
TheinformationpresentedbelowreflectsthepolicyasofMay17,2017.Academicpoliciesaresubject
tochange.Forthemostup-to-dateversionofschoolwidepolicies,studentsshouldrefertothe
AcademicCatalog. PoliciesGoverningAcademicConduct
SOEstudentsassumeanobligationtoconductthemselvesinamannerappropriatetoJHU’smissionasaninstitutionofhighereducationandwithacceptedstandardsofethicalandprofessional
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conduct.Studentsmustdemonstratepersonalintegrityandhonestyatalltimesincompletingclassroomassignmentsandexaminations,incarryingouttheirfieldworkorotherappliedlearningactivities,andintheirinteractionswithothers.Studentsareobligatedtorefrainfromactstheyknowor,underthecircumstances,havereasontoknowwillimpairtheirintegrityortheintegrityoftheUniversity.
TheSOEdefinesacademicmisconductasanyintentionalorunintentionalactthatprovidesanunfairorimproperadvantagebeyondastudent’sownwork,intellect,oreffortincludingbutnotlimitedtocheating,fabrication,plagiarism,unapprovedmultiplesubmissions,orhelpingothersengageinmisconduct.Thisincludesthemisuseofelectronicmedia,text,print,images,speeches,andideas.Anyactthatviolatesthespiritofauthorshiporgivesundueadvantageisaviolation.Studentsareresponsibleforunderstandingwhatconstitutesacademicmisconduct.
OtherviolationsofacademicintegrityandethicalconductincludebutarenotlimitedtoknowinglyfurnishingfalseorincompleteinformationtoanyagentoftheUniversityforinclusioninacademicrecords;violationoftherightsofhumanandanimalsubjectsinresearch;andfalsification,forgery,alteration,destruction,ormisuseoftheUniversitysealandofficialdocuments.(Forviolationsrelatedtonon-academicconductmatters,seePolicesGoverningStudentConduct.)
ProceduresGoverningStudent-InitiatedComplaints
Studentswhowishtoinitiateacomplaintregardingtheacademicconductofanotherstudentshouldconsultwiththeinstructorofthecourseinquestionorwiththeirfacultyadvisers.
Studentswhowishtoinitiateacomplaintrelatedtonon-academicstudentconductshouldcontacttheStudentAffairsoffice.SeeProceduresGoverningStudentConductComplaints.
StudentswhowishtocommunicateaconcernorinitiateacomplaintaboutafacultymembershoulddosoinwritingtotheDirectorandViceDeanforAcademicAffairs.Thiscommunicationisheldconfidential.StudentscanalsocontacttheStudentAffairsOfficedirectlytocommunicateorfileagrievanceaboutanSOEprogram,service,orfacultybycontactingJennyEddinger([email protected]).
ProceduresGoverningFaculty-InitiatedComplaints
TheSOEplacesthehighestvalueonintellectualintegrityandpersonaltrustwithinourcommunity.Instructorsarerequiredtoinvestigateanysuspicionofacademicmisconductandareencouragedtodocumenttheevidenceandallcommunicationwithstudentsconcerningpossibleinfractions.Beforemakingafinaldecisioninacase,instructorsconsultwiththeProgramDirectorandfacultyadviser.Iftheinstructorultimatelydeterminesthatacademicmisconducthasoccurred,theinstructorcompletesSOE’sAcademicMisconductForm,providingabriefdescriptionoftheinfractionandtheactiontobetaken.
Theinstructormustdeterminethepenaltyimposedathisorherdiscretion.Forafirstoffense,anddependingontheseverityofthecharge,theinstructormaychooseto1)reducethenumberofpointsorthegradelevelawardedfortheassignmentinquestion,2)allowthestudenttoresubmittheassignment,butsetalimitonthepossiblenumberofpointsorthegradethatthestudentmayearn,3)awardzeropoints/anFgradefortheassignmentwithoutgrantingthestudentanopportunitytoresubmit,or4)imposeanothertypeofpenaltyasheorshedeemsappropriate.Iftheinstructordecidestoimposeanothertypeofpenalty(option#4),thepenaltyshouldbe
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determinedinconsultationwiththeDirector.Forasecondoffense,orforaparticularlyegregiousfirst-timecaseofacademicmisconduct,theinstructormustawardanautomaticFgradefortheentirecourseandthestudentmaybedismissedfromtheacademicprogram.
Ifthestudentacceptsthechargeandthepenaltyimposedbytheinstructor,heorshesignstheconsentstatementontheAcademicMisconductForm.Astudentwhosignstheconsentstatementadmittingtheinfractionandacceptingthepenaltycannotsubsequentlyappeal.Oncebothpartieshavesignedtheform,itisplacedinthestudent’srecord(whichtheRegistrar’sOfficemaintains),withacopysenttothestudent’sadviser,programlead,andtheViceDeanforAcademicAffairs.Thisprocessshouldbeinitiatedduringthesemesteratissueandcompletedwithin30daysoftheinstructor’sidentifyingtheallegedacademicmisconduct.
Ifthestudentdisagreeswiththeacademicmisconductchargeand/orthepenaltyimposedbytheinstructor,heorshemustsigntheacknowledgementstatementontheAcademicMisconductForm,insteadoftheconsentstatement,acknowledgingthatheorsheisawareoftheinstructor’sdecision.Insuchcases,thestudentmayappealthedecisiontotheViceDeanforAcademicAffairs(ordesignee).AnyappealtotheViceDeanmustbesubmittedbythestudentintheformofaletter.Insubmittinganappeal,thestudentmustprovideathoroughrationaleforthebasisoftheappealandincludesupportingmaterialsasevidence.Suchmaterialstypicallyconsistofthedisputedworkinquestion,thesignedAcademicMisconductForm,andanycorrespondence(suchasemail)betweenthestudentandtheinstructor.TheappealformandsupportingmaterialsmustbereceivedbySOE’sOfficeofStudentAffairswithinsevenworkingdaysofthedatetheinitialAcademicMisconductFormissignedbytheinstructorandstudent.Theappealletterandsupportingmaterialsshouldbemailedtothefollowingaddress—JohnsHopkinsUniversitySchoolofEducation,6740AlexanderBellDrive,Columbia,MD21046—[email protected]“AcademicMisconductAppeal”shouldbereferencedintheemailsubjectline.
TheOfficeofStudentAffairsreviewsanddeterminesthattheappealwasinitiatedwithinthe7-dayappealwindowandthatappropriatesupportingmaterialshavebeensubmitted.TheOfficeofStudentAffairsmaycontactthestudentforfurtherinformation—forexample,requestingadditionalsupportingmaterialsorclarificationregardingtheappeal.
FollowingtheinitialreviewbytheOfficeofStudentAffairs,andprovidedtheappealwasinitiatedwithintherequired7-daytimeframeandincludesappropriatesupportingmaterials,theOfficeofStudentAffairsforwardstheappealletterandsupportingmaterialstotheViceDean.TheViceDean(ordesignee)appointsafacultyhearingcommitteetoreviewthecase.
Thehearingcommitteemustcompriseatleastthreefacultymembers,includingonefacultymemberdrawnfromtheacademicareaofemphasisofferingthecourseinwhichtheallegedinfractiontookplace,plusasenioradministrator(equivalenttoanAssistantorAssociateDean-levelappointment)andarepresentativefromtheStudentAffairsoffice.Followingapresentationoftheevidenceinsupportofthechargeandtheevidencethestudentoffersinresponse,thecommitteerendersadecisionanddeterminestheappropriatecourseofaction.Awrittenreportpreparedbythecommitteecontainingabriefdescriptionoftheallegedinfractionandthepenaltyimposed(ifapplicable)mustbeplacedinthestudent’srecord.
Followingnotificationofthehearingcommittee’sdecision,thestudentmaysubmitawrittenappealintheformofaletterwithin7workingdaystotheSOEDean.AnappealtotheDeanmustbebasedonproceduralerrorthathadasignificant,substantiveeffectontheoutcomeoftheproceedings,or
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onnewlydiscoveredevidencethatwasnotavailableatthetimeoftheinitialappeal.Whentherequestisbasedonnewevidence,thecasemaybereferredbacktotheViceDean(ordesignee)orthehearingcommitteeforfurtherconsideration.AfterfinalreviewofalldocumentationandthefinalrecommendationoftheViceDean(ordesignee)orhearingcommittee,theDean(ordesignee)mustmakethefinaldecisioninthematter.
Allacademicmisconductappealsmustberesolvedwithin60calendardaysfromthedatethestudentsubmitstheinitialappeallettertoSOE’sOfficeofStudentAffairs.ForappealsthatreachtheViceDean/hearingcommittee/Dean’s-levelreviewstages,writtennotificationofthefinaldecisionconcerningtheappealmustbecommunicatedtothestudent,instructor,facultyadviser,andfacultyprogramlead/divisiondirector,andacopyofthecommunicationmustbeplacedinthestudent’sfile,whichismaintainedintheRegistrar’sOffice.
ResidencyRequirements
Theprogramincludes3-daysummerresidenciesinJulyorearlyAugustforeachofthe3yearsoftheprogram.Studentsareresponsibleforallinformationconveyedduringtheresidency.Studentsarerequiredtoattendeitherinpersonorthroughareviewofthevideorecordingsofthesessions.Theseresidenciesallowforface-to-faceinteractionswithfaculty,advisers,andotherstudentsaswellastimeforactivitiesandimportantinformationrelatedtotheapplieddissertation.
LeaveofAbsence
Astudentmayrequestaleaveofabsenceforpersonalorotherreasons.TheapprovaloftheViceDeanforAcademicAffairs(ordesignee)isrequiredbeforeleaveisgrantedforaspecificperiod,notnormallytoexceedoneyear.Astudentwhoseleaveofabsencestatusexpireshastheoptiontorequestaleaveofabsenceextensiononayearlybasis,typicallyfor2yearsonly,subjecttotheapprovaloftheViceDean(ordesignee).Arequestforaleaveofabsenceisnotautomaticallygranted—decisionsaremadeonacase-by-casebasis.Ifaleaveofabsenceisgranted,theViceDean(ordesignee)notifiestheOfficeoftheRegistrar.
TorequestaLeaveofAbsence,astudentmustcompleteandsubmitaLeaveofAbsenceForm(http://www.students.education.jhu.edu/catalog/SchoolAdmin/registration/leave.html)forreviewbytheProgramDirectorandViceDeanforAcademicAffairs(ordesignee).
Studentsgrantedaleaveofabsencealsoneedtowithdrawfromanycourse(s)inwhichtheyareenrolledatthetimetherequestisapproved.Studentsplacedonaleaveofabsencearestillrequiredtomeettuition/feeandfinancialaidobligations.
Note:Duringaleaveofabsence,studentswillnothaveaccesstotheiradviser,faculty,orJHUresources.
ReinstatementFromaLeaveofAbsence
StudentsreturningfromaLeaveofAbsencearerequiredtosubmitarequestforreinstatement.StudentsmustcompleteaRequestforReinstatementFormduringthesemesterpriortohisorherreinstatementtobegintheprocessofreinstatement.Itisthestudent’sresponsibilitytoinitiatethereinstatementprocess.
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Withdrawal
FormalnotificationofintenttowithdrawmustbesubmittedinwritingtotheSOEregistrarandEdDProgramDirector.Studentsmustcompleteallcoursewithdrawalprocedures.Itisthestudent’sresponsibilitytousetheDrop/AddForm(http://www.students.education.jhu.edu/register/change/withdrawal.html)towithdrawfromallcourses.
IncompleteCoursework
Anincompletegradeshouldberequestedforunusualorunavoidablecircumstancessuchasanextendedillnessbutshouldnotberequestedforunsatisfactoryordelinquentwork.Itisthestudent’sresponsibilitytorequestanincompletefromtheinstructorandprovidearationalefortherequest.Thefirststepisfortheinstructortoapprovethestudents’requestforanincomplete.Thisisfollowedbyadiscussionofthetimelineforthecompletionofanyoutstandingwork.Oncedecided,thistimelineiscodifiedonAppendixX:ContractforIncompleteGrade(I)Formandsignedbyboththestudentandinstructor.ThisformmustbeapprovedbytheEdDDirector.
Itisthestudent’sresponsibilitytosubmittheincompleteworktothecourseinstructorandrequestagradechangebythedateontheContractforIncompleteGradeForm.WhileitisSOEpolicytocompletealloutstandingworknolaterthanfourweeksafterthestartofthefollowingterm,wheneverpossibletheEdDprogramencouragesallincompletestoberesolvedpriortothestartofthenextsemester.Failuretocompletetheworkoutlinedintheincompletecontractwithinthetimedesignatedbythecontractwillresultinascoreof0foranyincompleteassignment.Further,anyincompletethatisnotresolvedwithin30daysofthestartofthefollowingsemesterorbythedateindicatedontheContractforIncompleteGradeFormwillconverttoagradeofF.
AppendixX:ContractforIncompleteGradeForm
TimeLimits
EdDstudentsmustcompletethedegreerequirementswithinsevenyearsofbeginningtheprogramofstudy.DoctoralstudentshavefiveyearsafterpassingthecomprehensivequalifyingexaminationandenteringDoctoralCandidacytofinishalldegreerequirements.
Extensions
RequestsforextensionoftimeintheprogrammustbesubmittedinwritingtotheEdDDirector.OncereviewedbytheDirector,therequest,withsupportingdocumentation,isforwardedtotheViceDeanforhisorherreview.Whileextensionsoftimearerare,eachrequestisreviewedthoroughlywithanappropriateoutcomecommunicatedtoallinterestedparties.Studentsmustbeconsideredingoodstandingfortherequesttobeconsidered.
MaintainingCandidacyStatus
Althoughtheprescribedcourseworkmayhavebeencompleted,candidatesmustmaintaintheirCandidacyuntilthedegreeisawarded.Thatis,candidatesmustregisterforonedoctoralresearchcrediteachsemesterbeyondthecourseworkuntilthedissertationissuccessfullydefendedandthedegreeisconferred.Studentsmustregistercontinuously,includingforthesummerterm,tomaintaintheirmatriculationstatusintheEdDprogram.
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AcademicStanding
PleasereviewtheAcademicCatalogueforthemostcurrentinformationregardingSOEpolicies(http://www.students.education.jhu.edu/catalog/policies/standards/unsatisfactory.html)
Inadoctoralprogram,agraduatestudent’sacademicstandingisconsideredunsatisfactoryandthestudentisplacedonacademicprobationifanyofthefollowingoutcomesoccur:
• ThestudentearnsagradeofFforacourse.NogradeofFmaybecountedtowardadoctoraldegree,andastudentmaybedismissedfromtheprogram.
• ThestudentearnsagradeofC+orlowerinanycourse.NogradeofC+orlowermaybecountedtowardadoctoraldegreeprogram.StudentsreceivingaC+orlowerwillberequiredtoretakethecourse(ifitisarequiredcourse)ortakeanalternatecourse(ifitwasanelectivecourse).
• Thestudent’scumulativegradepointaveragefallsbelow3.25(ona4.0pointscale).• Thestudentfailstomakeadequateprogresstowardthedoctoraldissertation.Thedoctoral
committeewillconsiderprogressbasedonexpectationssetbytheprogram,discussionswiththeadvisor,andinputfromthestudent.
• Thestudentfailstomeetotheracademicand/orprofessionalexpectationsasdefinedbyindividualprograms—forexample,failingtodisplayappropriateprofessionaldispositionsinacourse/program.
AcademicProbation
Intheeventthatanyoftheaboveoutcomesoccur,thefollowingactionsaretaken:
• Thestudentisplacedonacademicprobationforaperiodofnotlessthanonesemester.IntheEdDprogram,thestudentisonprobationforaperiodduringwhichhe/shecompletes12credithours.Whileastudentcanappealtheawardofagrade(seeGradeAppealspolicy),astudentcannotappealthedecisiontoplacehim/heronacademicprobation.
• ThestudentshouldcontacthisorherfacultyadviserandtheprogramDirectortodevelopaplanforreinstatementtogoodacademicstanding.(Note:Doctoralstudentswillreceivealetterfromtheirprogramexplainingthetermsoftheprobationandtherequirementsforreinstatement.)
• Anycoursestakenduringtheprobationaryperiodmustbeapprovedbythestudent’sfacultyadviser.
• ThestudentearnsagradeofC+orlowerinanycourse.NogradeofC+orlowermaybecountedtowardadoctoraldegreeprogram.StudentsreceivingaC+orlowerwillberequiredtoretakethecourse(ifitisarequiredcourse)ortakeanalternatecourse(ifitwasanelectivecourse).
• Thestudentwillbereleasedfromprobationoncehe/shehasmetthefollowingconditions(whereapplicable):1)completedanycourse(s)orsubstitutedanyelectivecourse(s)withasatisfactorygrade,2)regainedacumulativegradepointaverageof3.25asrequiredforgoodacademicstanding,and3)metallotherconditionsofprobationsetbyhisorherfacultyadviserortheprogramDirector.
StudentswhoareplacedonacademicprobationbecausetheyfailtomakeadequateprogressontheirdissertationmayberequiredtotakeaLeaveofAbsencetoremediateanyissuesrelatedto
26
adequatedissertationprogress.(Note:Duringaleaveofabsence,studentswillnothaveaccesstotheiradviser,faculty,orJHUresources.)
AcademicDismissal
Studentswillbeautomaticallydismissedfromtheiracademicprogram,irrespectiveofhisorhercumulativegradepointaverageatthetime,intheeventthatanyofthefollowingoccur:
• Failstomeettheconditionsforreinstatementtogoodacademicstandingwhileonacademicprobation(NOTE:Doctoralstudentsmustmeettherequirementsforreinstatementtogoodacademicstandingwithin12credithoursofbeingplacedonacademicprobation,otherwisetheywillbeautomaticallydismissedfromtheprogram).
• EarnagradeofC+orbelowwhileonacademicprobationorhavingsubsequentlybeenreinstatedtogoodstandingfollowingacademicprobation.
• EarnstwoormoreFgradesinasinglesemesterorcumulativelyoverthecourseofhis/herentireprogramofstudy.
• Earns two C grades (C+, C, or C-) in the same semester or cumulatively over the course of his or her entire program of study.
• EarnsanFgradeandoneCgrade(C+,C,orC-)inasinglesemesterorcumulativelyoverthecourseofhisorherentireprogramofstudy.
• Failtosuccessfullypasscomprehensiveexamsaftertwoattempts.Note:AstudentwhoisunsuccessfulinthefirstattempttopasscomprehensiveexamswillbestronglyencouragedtotakeaLeaveofAbsencetoadequatelyprepareforhisorhersecondattempt.AnystudentwhodoesnottakealeaveassumesfullresponsibilityforalltuitionandfeesassociatedwithcontinuingintheprogramwiththeknowledgethatasecondunsuccessfulattemptintheexamwillleadtoAcademicDismissal.
Note:Dismissaldecisionsarefinalandcannotbeappealed.WhileastudentcannotappealtheSchool'sdecisiontodismisshim/her,astudentmayappealtheawardoftheoriginalgrade(s)(seeGradeAppealspolicy).Studentswhohavebeenacademicallydismissedarepermanentlybarredfromregisteringforanycredit-bearingcoursesormatriculatinginadegree/certificateprogramintheSchoolofEducation.
ConfidentialityofStudentRecords
EducationalrecordsofdoctoralstudentsintheEdDprogramarekeptbyUniversityofficesbutfacultyandstaffmembersmayalsokeepinformalrecordsrelatingtotheirfunctionalresponsibilitieswithindividualstudents.ThefederalFamilyEducationalRightsandPrivacyAct(FERPA)of1974identifiestherightsofstudentsandtheirfamilieswithrespecttostudenteducationalrecordskeptbyinstitutions.Thisprovidesthatinformationfromrecords,files,anddatadirectlyrelatedtoastudentmaynotbedisclosedbyanymeans(includingtelephone)toindividualsoragenciesoutsidetheUniversity(includingparentsorspouses)withoutthepriorwrittenconsentofthestudent.InformationcontainedinsuchrecordsmaybesharedwithintheUniversitywith“universityofficials”having"legitimateeducationalinterest"insuchinformation.Itisimportantforinstructorstoprotectstudentconfidentialitywhenlistinganystudentgrades,returningclasspapersorprojects,andwritinglettersofrecommendation.
v
CONTENT EXPERTS
The SOE prepares leaders and change
agents who are ready to address complex
challenges in education and communities.
TEACHING
CONCEPTUAL FRAMEWORK
Candidate Outcomes Methods of Delivery Mission Goal 2/17/2016 Appendix A (EDD Faculty Handbook)
h ad
AppendixC:ExampleofProgramofStudy
JHUSOEDoctorofEducationProgramExampleProgramofStudy
(2017cohort–three-yearprogram)
Year Fall Semester Spring Semester Summer Semester
Year1
[ProblemFormation/Identification]
ED.855.718 Disciplinary
Approaches to
Education (3)
ED.855.716
Contemporary
Approaches to
Educational Problems
(3)
Totalcredits=6
ED.855.712Multiple
Perspectives on Learning
andTeaching( 3)
ED.883.718Research
Methods andSystematic
Inquiry I (3)
Totalcredits=6
Elective
Elective
MBT-ED.855.708
ELE-ED.855.720
OR
TechK16-ED.893.708
ED.883.849 Applied
Research
Project/Dissertation(3)
Totalcredits=9
Year2
[Solution Formation]
ED.833.719Research
Methods and
Systematic Inquiry II
(3)
SpecializationArea
Course I (3)
Totalcredits=6
ED.883.721 Evaluation
of Education Policies
andPrograms( 3)
Specialization Area
Course II(3)
Totalcredits=6
ED.855.710Multicultural
Education (3)
ED.883.849 Applied
Research
Project/Dissertation(3)
Totalcredits=6
ComprehensiveExaminationDissertationstudyproposal
Year3
[SolutionEvaluationand PolicyRecommendations]
Elective
Specialization Area
Course III(3)
Totalcredits=6
Elective
Specialization Area
Course IV(3)
Totalcredits=6
ED.883.849 Applied
Research
Project/Dissertation(3)
Totalcredits=3
Final Dissertation Defense
FoundationsofEducation– red
AppliedResearchandEvaluation–green
Electives–blue
AppliedDissertation - orange
AppendixC:ExampleofProgramofStudy
Electives(9credithours-choose3courses)ED.855.708Mind, Brain ScienceandLearning (3)
ED.855.720 Leadership in Educational Organizations (3)
ED.893.708TechnologiesandCreativeLearning(3)
ED.855.714Power,Politics,andPolicyinEducation
ED.855.643TurnaroundLeadershipinSchoolsandEducationalOrganizations
ED.893.XXXResearchonEffectiveProfessionalDevelopment(underdevelopment)
AppendixE:TimelineofTransitionPoints(July12016)
AppendixEDoctorofEducationProgram
ProgramTimelineofTransitionPoints
Thisdocumentprovidesasuggestedtimelineformajorsubmissionsandrevisionsactivities.Advisersandadviseescanusethisdocumentasaguidetodiscussandestablishatailoredtimelinethathelpsestablishsharedexpectations.AnynegotiatedschedulesmustbeginwiththeElectronicThesisand/orLibrarytimelinesforsubmission.
YearOnePaper(Chs.1&2)
Timeline Student AdviserEndofSpringSemester
StudentprovidesadviserwithcopiesofspringsemesterpaperswithfacultyfeedbackANDabulletedoutlineofplanforchangesandquestions
Reviewandflexiblyrespondwithintwoweeks*
June15 SubmitfirstdraftofChs.1&2**
FeedbacktostudentbyendofJune
July15 Submits2nddraftofChs.1&2 FeedbacktostudentbyResidency
August15-20foraPass/Failadequateprogressgrade
Finaldraftsubmittedforapass/failgrade
MakeaPass/FaildeterminationbeforestartofFallSemester
YearOneSelf-Assessmentpaperdueendofsummerterm
SubmittoadviseraswellasthroughBlackboardtoprogram
MakeaPass/FaildeterminationbeforestartofFallSemester
*Thisassumesyoucancompleterevisionsandeditswithin1-2weeksofreceivingthemfromyouradviser.
**BeginworkingnowtogetyourchaptersintotheElectronicDissertationDefenseFormat–URLhttp://guides.library.jhu.edu/c.php?g=202613&p=1334746
AppendixE:TimelineofTransitionPoints(July12016)
DissertationProposal(Chs.1-4)
Priortostudent’spossibleproposaldefensedate
Student Adviser
10WeeksStudentshouldplacetheirspecificdatesinthiscolumn
Submitinitialproposaldrafttoadviser.Withadviserapproval,arrangeTENTATIVEdissertationdefensedatewithCommitteemembers.
Review,editwithsuggestedrevisionsandreturntostudentin2weeks.
8Weeks Receiveeditsandrevisionsfromadviser.Prepare2nddraftofproposaltoincluderevisionsandedits.
6Weeks Submits2nddraftofproposalwithrevisionsandeditstoadviser.*
Providefeedbackandreturntostudentin2weeks.
4Weeks Receiveeditsandrevisionsfromadviser.*Preparefinalizedproposaldraft.**
Approvefinalizeddissertationdraft.
2Weeks(atleast) Submitthefinalreviewedandrevisedproposaltothedissertationcommittee.
Checkinwithcommitteemembersoneweekafterithasbeensent–anymajorconcerns.***
ProposalDefensemeeting Presentforupto15minutes,briefintroductiontoliteraturereviewandfocusonmethodology.
AdviserandCommitteeMembersraiseanyconcerns,providefeedbackandidentifystrengths
Afterproposaldefense Submitrevisedproposalwithlistofrequestedchangesandexplicitstatementofthechangestoyouradviser.
Revieweditsandreturntostudentin2weeks.
2Weekslater Receiveeditsandcompleterevisionstotheproposal.
1-2Weekslater RequestfinalsignoffasneededSubmitIRBapplication
*Thisassumesyoucancompleterevisionsandeditswithin1-2weeksofreceivingthemfromyouradviser.
**BeginworkingnowtogetyourchaptersintotheElectronicDissertationDefenseFormat–URLhttp://guides.library.jhu.edu/c.php?g=202613&p=1334746
***Ifanymajorconcerns,communicatewiththecommitteememberstodetermineifanewdateneedstobescheduledandfurtherrevisionsshouldbeimplemented.
AppendixE:TimelineofTransitionPoints(July12016)
HIRB
FollowingsuccessfulcompletionoftheproposaldefenseprocessstudentsmustbegintheirIRBprocess.
Typically,theHopkinsIRBcanprovidetentativeapprovalofyourproposalcontingentuponreceiptofapprovalfromyourdistrict’sIRB.TheIRBprocessesateachindividualdistrict(orcharterschool)willvarywidely.YouMUSThavecleardocumentationofthelocalIRBprocessandevidenceofhavingcompletedtheprocess.NotethatsomelocalitiesmaynothaveanyIRBformalprocessinplace;inthesesituations,thestudentisresponsibletoobtaindocumentationoflocalleadershipapprovaloftheproposedwork.Aletterfromanappropriatedistrictsupervisorshouldindicatethats/hehastheauthoritytoapprovetheconductofresearchinthedistrict,understandsthestudymethodology,approvestheconductofthedissertationstudy,andacknowledgingthatHopkinsIRBapprovalwillserveaspermissionfortheconducttheresearchstudy.
AppendixE:TimelineofTransitionPoints(July12016)
DissertationDefenseTimelineREMEMBER:Youmustknowtheduedatesforsubmissiontothelibrarybeforediscussingthesedateswithyouradviser.Usethesubmissionduedateasahardstop(whichitis)butremembertobuildinacushion!
Priortostudent’spossibledissertationdefensedate:
Student Adviser
10WeeksStudentshouldplacetheirspecificdatesinthiscolumn
Submitinitialdissertationdrafttoadviser.Withadviserapproval,arrangeTENTATIVEdissertationdefensedatewithCommitteemembers.
Review,editandsuggestednecessaryrevision;returntostudentin2weeks.
8Weeks Receiveeditsandrevisionsfromadviser.Prepare2nddraftofdissertationtoincluderevisionsandedits.
6Weeks Submits2nddraftofdissertationwithrevisionsandeditstoadviser.*
Providefeedbackandreturntostudentin2weeks.
4Weeks Receiveeditsandrevisionsfromadviser.*Preparefinalizeddissertationdraft.**
Approvefinalizeddissertationdraft.
2Weeks(atleast) Submitthefinalreviewedandreviseddissertationtothedissertationcommittee.
Checkinwithcommitteemembersoneweekafterithasbeensent–toaskwhethertheyhaveanymajorconcerns.
DissertationDefense 15-minutepresentation,briefdiscussionofliteraturereviewandmethods;focusontheresultsandrecommendations.
AdviserandCommitteeMembersraiseanyconcerns,providefeedbackandidentifystrengths
Afterdissertationdefense Submitreviseddissertationwithlistofrequestedchangesandexplicitstatementofthechangestoyouradviser.
Revieweditsandreturntostudentin2weeks.
2Weekslater Receiveeditsandcompletefinalrevisionstothedissertation.
1-2Weekslater (orhoweverlongittakestomakethefinalrevisionsandpolishing/formatting)Reviseandsubmittothelibrary.***
*Thisassumesyoucancompleterevisionsandeditswithin1-2weeksofreceivingthemfromyouradviser.
**Atthistime,ifyouradviserapprovesthedissertationdraft,youmayscheduleyourdefensedatewithyourcommittee.Besuretoproactivelyseekoutavailabledateswithmembers.Theywillbebusyandthispartoftheprocessmaytakemoretimethanyouexpect.
***Uponapprovalbylibrary,adigitalversionofthedissertationwillbeavailabletothepublicviatheinternet.
AppendixG:DefenseProtocol(July12016)
DoctorofEducationDefenseProtocol
DissertationProposalandDissertation
TheJHUSOEEdDprogramprovidesthefollowingguidelinesforadviserswhoareresponsibleforthe
conductofthetwomajortransitionpointswithintheJHUEdDprogram:thedissertationproposal
defenseandthedissertationdefense.Becausethesemeetingsareverysimilar,werefertothe
“defense”throughoutthisdocumenttorefertoeitherofthesekeyevaluationpoints.
PriortotheDefense
Thestudentandadvisershouldmeetinadvanceofthedefensetodeterminethatthestudentisready
todefendtheproposalordissertationstudy.Priortothismeeting,thestudentwillhaveprovided
his/heradviserthefinaldraftofthedocumentforreview.Thismeetingisanopportunityforthestudent
topracticehisorherpresentationandtorehearsehowtorespondtotypicalquestionsshe/hemight
encounterduringthedefense.
SubmissionofDocumenttoCommittee
Thestudent’sdissertationproposalordissertationshouldbepresentedtothestudent’scommitteea
minimumoftwoweekspriortothedefensedate.Thedocumentshouldnotbesubmittedtothe
committeeuntilthedissertationadviserhasreviewedthedocumentandapproveditforsubmissionto
theDoctoralAdvisoryCommittee.StudentsshouldconsulttheElectronicThesisandDissertations
website(http://guides.library.jhu.edu/etd)forformattingrequirements.
GeneralDefenseProtocol
Thedefensemeetingfollowsapattern.Guestsmayattendthepresentationsegmentofanydefense.
Guestsmaynotbeintheroomwhenthecommitteeisquestioningthecandidateorisdiscussingthe
candidate’swork.Belowarethetypicalstagesofthe2-hourdefensemeeting.
1. Thecommitteegathersandasksthestudentandgueststoleavetheroom.Thecommittee
brieflydiscussesgeneralfeedbackandanyconcernsbythecommitteeregardingthedefense
movingforward.
2. Theadviseroutlinestheprotocolforthedefense.Thisshouldincludethetimeframeforthe
presentation,thewayinwhichcommitteememberswillbeinvitedtoposequestions,andthe
collectionofwrittencommitteefeedbackattheconclusionoftheproposaldefense.
3. Thestudentpresentshis/herdissertationproposalorstudyforamaximumof15minutes.The
student’spresentationshoulddothefollowing:
• Clearlyarticulate,providearationalefor,andcontextualizetheProblemofPractice
(POP);
• Brieflypresentliteratureandempiricalevidenceforthechoiceoftheintervention;
AppGDefenseProtocol(May302017).docx
UPDJuly1,2016
• Presentanargumentfortheinterventionbasedonasoundtheoreticalframeand
synthesisofrelevantresearch;
• Discussamethodologicallysoundstudytoexamineboththeprocessofintervention
implementationandproximaloutcomespotentiallyassociatedwiththeintervention;
and
• Findings,discussion,conclusions,implications,andfutureresearch.[Thissectionwould
notbeincludedfortheproposaldefense.]
4. Atthecompletionofthepresentation,guestsshouldbeaskedtoleave.
5. TheDissertationAdvisoryCommitteememberscommencewiththeexaminationphaseofthe
defensewithquestionstoprobethestudent’swrittenororalpresentationofhis/her
dissertationproposalorstudy.
6. Whenthecommitteehascompletedtheexamination,theadviserconcludesthispartofthe
defenseandinvitesthestudenttoleavetheroom.Thecommitteedeliberatesonthequalityof
thewrittenandoraldefenseresultinginoneofthefollowingratings:
a) Minorrevisionsrequired—committeeapprovestheproposalordissertationbysigningthe;
adviserdeterminesthatchangeshavebeenmadeandsignsthecompletedform.
b) Substantialrevisionrequired—committeedoesnotsignoffontheproposalordissertation;
adviserdeterminesthatchangeshavebeenmadeinconferencewithstudent;committee
receivesfinalproposalordissertationforfinalreview;committeesignstheappropriateform
onlyafterallmembersofthecommitteehaveapprovedthefinaldocument.
c) Majorrevisionrequired—committeedoesnotsignoffontheproposalordissertation;
adviserdeterminesthatchangeshavebeenmadeinconferencewithstudent;committee
receivesfinalproposalordissertationforsecondreview;committeedeterminesanew
defensedate;studentdefendstheproposalordissertationasecondtime.
7. Thedoctoralstudentisinvitedbackintotheroomafterthecommittee’sdeliberations,andthe
dissertationadviserprovidesthecommittee’sfeedback.Committeemembers’thensignthe
DissertationProposalApprovalFormorDissertationApprovalFormreflectingtheirdeliberations.
FollowingtheDefense
Afterthedefensemeeting,theadviserandstudentwilldiscusstherequiredrevisionsandestablisha
timelineforcompletionofthechanges.Thestudentshouldsubmitthedocumentwiththerequired
changesandwriteamemodelineatingthefeedbackandrevisionsmadereflectingthisfeedback.Once
revisionshavebeenmadetothesatisfactionoftheadviser,theappropriatedocumentationreflecting
completionofthisphaseofthedoctoralprogramshouldbesubmittedtotheprogram.
Audio-recordingDefenseAudiotapingoftheproposalmeetingisacceptable,butrequirespermissionfromtheadviserandeach
memberofthecommitteepriortothedateofthedefense.Studentsmaynotaudio-recordthe
committeedeliberation.
AppGDefenseProtocol(May302017).docx
UPDJuly1,2016
CommitteeAttendanceRequirementAllmembersoftheDoctoralAdvisoryCommitteemustbepresentforthedefenseinpersonorvirtually.
Intheeventthatacommitteememberisnotavailableforastudent’sdefense,asubstitutemaybe
assignedbytheprogramCo-Directors.
ProtocolQuestionsIfastudenthasaquestionaboutthedefenseprocess,heorsheshouldcontactthedissertationadviser
withhis/herquestion/concern.Ifasatisfactoryanswerisnotreceived,heorsheshouldinquirewiththe
EdDProgramCo-Directors.AdvisersshouldfeelfreetoinquirewiththeProgramDirectorsatanytimeto
clarifypolicyorprocedure.
Appendix J: Comprehensive exam protocol
Comprehensive examination Protocol The Doctor of Education Program (EdD) requires students to successfully complete an oral comprehensive exam as outlined in the Doctor of Education Student Handbook. This exam should be scheduled for 2 hours in duration. The comprehensive exams are conducted during the first week of the fall semester of the 3rd year of the program. The exams are intended as a measure to assess the preparation of the student to enter doctoral candidacy; formally noting that a student can move forward with their dissertation study as approved through the dissertation proposal defense. Students who do not successfully complete the comprehensive exams will not be allowed to move forward with their dissertation work. If a student does not successfully complete the comprehensive exam in the first attempt, he or she will have a second opportunity; however, if the second opportunity is not successful, the student will be asked to leave the program. The comprehensive exam requires a committee to sit for and grade the exam. In the Doctor of Education Program, the dissertation committee serves as the comprehensive exam review committee. The Program will provide a list of 10 comprehensive exam questions that will serve as the question pool for students eligible to sit for the exam within that academic year. It is up to the dissertation advisor to determine which questions are best suited for his or her student. It is expected that a student would answer between 3-4 questions during the comprehensive exam; however the number of questions will be decided by the adviser. In grading the exam, the dissertation committee will assess the answers provided by the student and reach a consensus regarding the final grade. Grades for the exam are as follows:
¾ PASS: An exam that meets the level of “pass” is one in which the student clearly
articulates a comprehensive understanding of the content in each question, and presented a breadth of knowledge consistent with a scholar-practitioner. The student is not only able to discuss theoretical concepts, but also the application of these concepts in practice. Further, the student illustrates a breadth of knowledge of research in a substantive area and can articulate how this research is both applied in practice and can be strengthened through additional research. A student who receives the grade of “PASS” has successfully completed their exam
¾ PASS WITH CONDITION: An exam meets the level of “pass with revision” when the student responds with a familiarity of content; however, there are minor errors during the discussion. This score on a comprehensive exam suggests that a student is at the level where he or she is knowledgeable; however, additional work may be needed in a specific area before being considered competent and moving into candidacy. A student who is not able to fully describe a theoretical framework, is not able to clearly articulate an application of scholarly knowledge in his/her practice, or requires prompting (offering the student additional information to guide students towards an answer) by the committee before the answer is complete should be graded in this category.
Appendix J: Comprehensive exam protocol
A student who receives a “Pass with Condition” has not successfully completed the exam. A student must complete the revisions required by the committee, and once the committee evaluates the submitted revision, the work is graded and a final decision is rendered as “Pass” or “Fail”.
¾ FAIL: A student who is not able to properly discuss theoretical concepts, uses
improper research terminology, or is not able to articulate how research is applicable in his or her practice should be graded with a “fail”. This suggests that the student shows little to no competence in their ability to engage in a scholarly conversation or is not able to articulate research into practice.
A student who “FAILS” the exam has not been successful, and will have one more attempt to successfully complete the exam per the Student Handbook.
It is not a program requirement that students be physically present for their exam. The technology is available for the exam to occur remotely using the Polycom Cloud Access technology. Additional information on this process will be made available in the tools section of the EdD Program site on Blackboard. It will however, require proper scheduling prior to the exam. During the week of the comprehensive exams, SOE room 222 and Polycom Cloud Access technology has been reserved for the EdD program, and scheduling will occur through a master calendar managed by Cathy Cao ([email protected]). This will be made more explicit below where roles and responsibilities of the comprehensive exams are defined. ROLES AND RESPONSIBILITIES The comprehensive exams will require the Dissertation Adviser to do the following:
• Assist the student in study preparation as needed – help to guide the student to content he or she may be lacking and make recommendations to improve study skills. Content for the comprehensive exams comes from Year 1 of the program, and the research courses during Year 2.
• Meet with Program Directors the week prior to the exams to ensure clear understanding of protocol within the exam.
• Review the exam questions prior the day of the exam to determine which questions are best suited for your student. Faculty should receive the list of exam questions no later than 2 weeks prior to the exam.
• Be available during the first week of the semester to serve on the student’s exam committee
• Inform the external committee members of the comprehensive exam process and expectations
• Serve as the lead for communicating the process of questioning the student during the exam. The Dissertation Adviser is responsible for establishing the process by which questions are asked within the exam itself (eg: does chair ask all questions, or will each
Appendix J: Comprehensive exam protocol
member ask a question; will there be follow up questions to the student’s answer, how will the committee grant student time to make notes and contemplate the question). NOTE: all of these decisions should be communicated to the student prior to the exam itself.
• Serve as the lead for grading the exam and bringing the committee to consensus as to the final grade. NOTE: there are three grading options (see above for description)– Pass, Pass with revision, Fail.
o If the student were to receive a pass with revision, any necessary revisions, including the method by which the committee will assess this additional information, will be discussed by the committee and presented to the student with the grade. The additional work for the revision can take various forms, including (but not limited to) a follow-up discussion with the adviser (on behalf of the committee), a brief writing assignment, or a follow-up exam session with the committee.
• Complete the student’s Report of Comprehensive Examination form and return it to the Program Director(s) upon the completion of the exam.
The comprehensive exams require the STUDENT to do the following:
• Study for the exam – it is recommended that students develop study groups to assist in the study process. PLEASE NOTE – The program will not provide questions or specific content to guide your studies. The questions will be drawn from course content through the first year of your studies and the research courses in year 2.
• Work closely with your adviser to set a date and time during the exam period. Students will not be limited to a time during the day, but please note that the technology may only allow for 3 defenses at one time using remote access.
• Reserve the room and the technology for the exam. Protocols for this process will be available in the Program Site on Blackboard each year, and you must check with Cathy Cao ([email protected]) to ensure that there is a free space on the master calendar during your requested time/date.
• Confirm exam date and time with dissertation adviser and all committee members. • Inform the program, through an email to Cathy Cao ([email protected]) of the final
comprehensive exam date and time • When a question arises, ask your adviser first. If this cannot be answered by your
adviser, then make sure to ask the question in the program site discussion board that will be specially created for comprehensive exam questions. This way everyone can see the question and answer.
• Ask your adviser all questions related to protocol PRIOR TO the exam date so that you are ready to start the exam immediately upon arrival.
• Bring the Report of Comprehensive Examination form with you to the exam. This document can be found in the EdD Program Site in Blackboard.
• Show up promptly to the exam, and be prepared.
AppKHowtoPrepareforComprehensiveExamination(May302017).docx
DoctorofEducationProgram
HowtoPreparefortheComprehensiveExams
IntroductiontotheDoctoralCompsThecomprehensiveexamination(comps)istheopportunityfordoctoralstudentstoprovide
evidenceofasolidtheoreticalandresearch-basedfoundationdevelopedthroughtheirdoctoral
program.Unlikeassignmentsinindividualcoursesthatfocusonparticularareasofstudy,
comprehensiveexamsaskyoutosynthesizeyourlearningacrosstheprogram.Althoughthis
mightsoundlikeascarytime–itcanactuallybethemoststimulatingandusefulpartofyour
program.Itisanintellectualandscholarlyconversationwithyourprofessorsandyourpeers.
Asyouwillstarttosee,thecompsdonotsimplyprobeyourknowledgeoftheliteraturefrom
allyourcourses(althoughtheydothataswell)butalsoprepareyouforthemany
conversationsthatwillcomeyourwayasaneducatorwithadoctoraldegreefromJohns
HopkinsUniversity.Beingadeptatbuildingconnectionsbetweentheliteraturesourcesto
respondtoquestionsisessentialforyourfuture.
ExamContentandFormatYoumaywanttoknow–Whatquestionswilltheyask?–Butthatitisnotsomethingyouwillbe
explicitlytold.Justasintherealworldofthepractitioner,youwillhavetheauthentic
experienceofbeingaskedaquestionthatiseitherunanticipatedoreventhoughanticipated
hasaslightlydifferenttwist.Thequestionswillbewrittenbythefacultyasacollective.Eachof
thecoursesyouhavetakenmayberepresentedinsomewaywitheitheradirectquestion
aboutthetheoriesthatarefoundationaltothatareaofstudyoraquestionthatneedsthework
fromseveralcoursesblended.Thefacultywillprepareapproximatelytenquestions,andyour
adviserwillselectfourfromthemix.Youradvisermighttweakoneormoreofthequestionsto
morecloselyfityourProblemofPractice(POP)anddissertationstudy,butineachcaseprepare
withtheideayoumayneedtomakeconnectionsbetweentheoreticalunderpinnings,your
POP,andyourdissertationstudy.Notethatnotallquestionswillnotberelatedtoyour
dissertationstudy.Theremaybeaquestionthatisaskedofalldoctoralcandidatesandknown
inadvance.Thisquestionshouldnotbetakencasually.Usethisadvancedknowledgeaboutone
ofthequestionstoshowcasewhatyouknow.Takethetimetodevelopacohesiveandwell-
supportedanswerresponsethatyoucandeliverinapproximately20-30minutes–yes,timeit.
Theexamisbasedonyourcorecoursesbutwhenappropriateyoucanbringinlinkagestoyour
specialtycoursesastheconceptsarerepeatedacrosscoursesindifferentways.Remember,
AppKHowtoPrepareforComprehensiveExamination(May302017).docx
studyingshouldnotfocusonmemorizationandregurgitationbutinsteadtheunderstanding
neededtosharedeepknowledgeasyoudiscuss,compare,andadvanceideassurroundinga
theoryorconceptlearnedinyourcorecourses.Keepinmindthatthecoursesarenotsilosof
informationbutawebofinterrelatedideas.
ThisexaminationisoralbecauseunlikePhDcandidateswhowillcommonlyexpressthemselves
inpublicationsforpeer-reviewedjournals,youwilllikelycommunicateanddisseminateyour
ideasthroughconversationswithadministrators,teachers,parentsandguardians,business
leaders,communitymembersandotherstakeholders.Yourmessageshouldbescholarly,
logical,andontargettothequestionasked—allofwhichispracticedinthecomprehensive
exam.Comprehensiveexampreparationisafoundationforyoursuccessintheprogramaswell
asinthefieldofeducation.Asyousituateyourselfintheliteratureyouhavebeenstudying
sinceyourfirstclassintheprogram,herearesomewaystobuildthatintoabodyofknowledge
thatyouwillalwaysdrawupon.
Herearesometips:
MapoutaplanofactionStartwithyourgoalsinmind.Ifyouintendtohaveastudypartnerorastudygroupsetnon-
negotiablemeetingdates(setinstone).Planthetopicsforeachofyourmeetingssothatall
coursesareadequatelycovered(don’tforgettheresearchmethodscoursesinyourplanning!!).
Youwillneedtocomepreparedtoeachofthesemeetingstohonorthetimeandeffortsofyour
partnerorteam–sodevotetimeeachweektothisprocess.
StudygroupsConsiderestablishingstudygroups.Thiswillallowtheinternalizationofalargeamountof
informationwithateameffort.Togainanewperspectiveonyourreading,yourstudygroup
shouldanticipatequestionsthatyourfacultywilllikelyask–anddecidethateachofyouwill
becomean“expert”onadifferentcourse.Itwillhelpyouthinkcriticallyaboutwhatyouread,
whichmighthelpyourecalltheinformationwhenyouneeditduringtheexam.Actuallywrite
andshareresponseswithoneanother.Finally,roleplaywithonepersoninthegroupactingas
theexamineeandtheothergroupmembersaskingprobingandfollow-upquestions.
Howwouldyourespondtoaparticularquestion–don’tjustthinkaboutit-eitherwriteitout
orifyouarewithagroupofpeersinastudysession–answeritorallyasyouwouldonexam
day.Createasafeenvironmentwhereyouandyourpeersreallycritiqueanswers–nowisnot
thetimetobeshyabouttellingeachotherhowtheanswercouldbeimproved.Itisbetterto
havemisstepsnowandgetseriousfeedbackthatteststhosefledglinganswersthentotest
themoutatexamtime.Alsopreparinganswersorallyinfrontofyourpeersisthesituationyou
willface–youneedtoeaseyourselfintothatenvironmentandpracticethewayyouwill
respondincludingthepressureandtheneedforonthespotthinking.Practice,Practice!!Again
practiceansweringspeakingslowlyandclearlyandwithalogicalorganization.
AppKHowtoPrepareforComprehensiveExamination(May302017).docx
IdentifytheimportantliteratureCreatealistoftheessentialreadingsbyexaminingyoursyllabi,yournotes,andbyaddingsome
freshperspectivesfromyourindividualresearch.Asyouimmerseyourselfinthekeycourse
readingskeepinmindthatyoumustbuildconnectionsbetweentheoriesoridentifyhowone
theoryissubtlydifferentfromanother.Forexample,howareConstructivismandVygotsky’s
socioculturalsimilar?Different?Whichismoreusefulforyourdissertationstudy?Howmight
thesetheoriesbeappliedtoanothercontext?Onewaytostructureyourreadingstohighlight
thesimilaritiesandcontrastingpointsorschoolsofthoughtistoorganizetheinformationina
spreadsheetorsomeothersystemthatorganizesthereadingsbytheme,conceptual
framework,methods,andfindings.Thisapproachwillhelpyoufindsimilaritiesanddifferences
intheliterature.Knowtheconstructsandtheoreticalpositionsofallthemajorresearchers
fromyourcoursereadingsandyourfieldofspecialization.Ifpossible,identifyafewmore
recentjournalarticlesifyouneedtobringadditionalclaritytotheprocessofcomparingand
contrastingthemajorschoolsofthoughtlinkedtoyourvariouscourses.Thiswilllocateyouin
theliteratureandinthediscussion.
Write(ordraw)tolearnTakenotesonallyourreadingsandagainorganizethemwithkeythemesthatemergedfrom
yourcoursework.Exploringthesethemescanhelpyouseehowstrandsofthoughtinthe
programarerelatedtoeachotheroraredistinct.Itisthatlevelofunderstandingthatwill
showcaseyourknowledgeduringtheexams.Ifyoufindavisualrepresentationhelpful–
drawing(byhandorcomputer)aconceptualframeworkofhowkeyideasareconnectedcanbe
aworthwhileexploration.Usestrategiesforcreatingthevisualrepresentationsthatworkfor
you(ifyouchoosetoworkinastudygroupeachmembercantakeonemajorthemeoryoucan
workonthemasagroupasyoudiscussideas).
Don’tjuststateideas–citethemRemember,nowisnotthetimetothinkyoucanrespondeasilytoanythingthrownatyou–
insteadhavewellthoughtoutresponsespreparedthataresupportedbytheliterature.Partof
demonstratingscholarlythinkingandscholarlyanswersistocitethetheoristsandresearchers
thathavesharedthesethoughtsandtestedtheminpractice.Hereisanevolutionofstudying
forcomprehensiveexamstartingfromlowlevelbehaviors(wherepassingisunlikelyifyouonly
havethesecompetencies)andmovinguptothosebehaviorsessentialtopassingtheexam:
1. Beginningconversation–justdescribethecontentfromacourse;
2. Makingconnections–linkthecontentwithinandbetweencoursesaswellastoyour
individualPOPsanddissertationstudy;
3. Advancingtheapplicationoftheliterature–applytheliteraturetoconcepts,ideas,
andcurrenteducationalproblemsbyblendingdifferentsourcesandresearchers;and
4. Readyingforthefinalphase–startseeingwaystoapproachanyresearchquestion–
consideringquestionframeworks,questionorganization,criticaltopicareaandhowto
makecrosscurricular/contentconnections.
AppKHowtoPrepareforComprehensiveExamination(May302017).docx
ThatdayIfyou’reverynervousduringyourexam,youmaytalkfast.Toalleviatethisissue,youmaywant
toplanasignalwithyouradviserthatwillhelpyouknowtoslowdown.Remember,ifyouare
askedaquestionyoudon’tunderstandfullyoryoudrawablank,askingforclarificationcan
helpyouchangeyourperspectiveonthequestionandgiveyoumoretimetodevelopastrong
response.Youcanalsoreasonthroughananswerbyfocusingontheconnectingliteratureyou
doknowanddrawingfromtheseconnections.
BasictipsforanswersBelowareseveral(non-exhaustive)basictipstoconsider:
1. Answerthequestionthatisasked;bedirectandsuccinct;
2. Avoidfocusingonpersonalexamplesunlessaskedtodoso;
3. Beginwiththeoryandresearch,andleadwiththeoryandresearchpriortoapplyingit
toyourexperienceandpractice;
4. Thinkofthreemainpointsandsupportthemwithevidence;
5. Useaclearstructure(referbacktotheevolutionofacomprehensiveexamination
responseabove);
6. Useempiricalexampleswithscholarlyreferencesasappropriate;and
7. Takeamomenttogatheryourthoughtsandorganizeyourresponsebeforespeaking.
Possibleoutcomes1. Passingthecomprehensiveexamination–congratulations!
2. Passingthecomprehensiveexaminationconditionally:Thisisanindicationthatyou
wereontherighttrackbutdidn’tmeetthefullcriteriaofprovidingsubstantive,well-
constructedresponseswithreferencesforsupport.Ifyourcommitteeindicatesthat
youhavepassedwithconditions,youwillneedtofulfillanothercomponent(possibly
awrittenresponse)beforeactuallypassingtheassessment.Itisimportantto
understandthatthisadditionalcomponentmustbecompletedsatisfactorilypriorto
passingyourcomprehensiveexamination.Youcanstillfailevenifyouhavepassed
withconditions.
3. Failingacomprehensiveexamination:Althoughoccurringinfrequently,somestudents
willfailthecomprehensiveexamination.Ifthishappens,allstudentsareallowedto
re-takeacomprehensiveexamonce.Yourcommitteewillworkwithyoutohelpyou
passitsuccessfullyonthesecondtry.Setupameetingwithyouradviserassoonas
youhaverecoveredfromreceivingthenoticeofthefailuresoyoucanbeginsetting
upaplanthatwillallowyoutosuccessfullycompletetheretake.
AppLAppliedDissertationDescription(July22016).docx 1
DoctorofEducationProgram
AppliedDissertationDescriptionJuly2016
Overview
ThisAppliedDissertationDescriptionsituatestheAppliedDissertationwithinthelargeronlineEdDprogrambyproviding(1)anoverviewoftheAppliedDissertation, (2)adescriptionofthe
ProblemofPractice(POP),and(3)guidelinesforresearchingandwritinganAppliedDissertation.
Thedoctoralcourseworkwillprovideacontextforthedevelopmentofyourdissertationacross
thefollowingphasesoftheprogram:
1. YearOne—FoundationforChapters1-2:Synthesizeresearchliteraturetounderstandfactors
andunderlyingcausesforaProblemofPractice(POP)fromasystemsororganizational
perspective.Byfactors,wemeanconstructsorvariablesthatdon’tnecessarilycausethe
issuebutmaybeassociatedwiththeprobleminsomeway;forexample,parents’
educationalbackgroundisastrongpredictorandafactorassociatedwithcollege
enrollment,butisnotcausal.ByunderlyingcausesforyourPOP,wemeanconstructsor
variablesthatresearchsuggestsarepredictorsofaparticularoutcome;forexample,poor
schoolconditionsandlowsalarycanbeapredictorofteacherattrition.Thisreviewofthe
literatureservesastherationaleforanempiricalexaminationtounderstandthefactors
andunderlyingcausesastheymanifestwithinyourcontextofprofessionalpractice.
2. YearTwo—FoundationforChapters3-4:Synthesizeresearchliteraturetobroadly
examineinterventionsleadingtoapotentialsolutionorinterventionrelatedtooneor
moreofthesefactorsorunderlyingcauses;ANDmethodsofevaluationandassessmentof
BOTHtheprocessofimplementationandproximal(i.e.,followingimmediatelyorsoonafter
theintervention)outcomesofyourintervention.
3. YearThree—FoundationforChapter5:Implementaresearch-supportedintervention;
discussionoftheprocessofimplementationoftheintervention;analysisandevaluationof
proximaloutcomesresultingfromtheimplementationoftheintervention;AND
findings/conclusions.
Youradviserwillprovideongoingprogrammatic andacademicsupportforthedevelopmentof
theAppliedDissertation.
Scholarship
Thisprogramrequiresdoctoralstudentstodeveloptheknowledge,skills,andresearch
competenciesofascholarlypractitionerandtoapplytheseaptitudes inthepracticeofstudying
educationalissues.Boyer(1997)proposedanexpandeddefinitionofscholarship including four
domains:(1)ScholarshipofDiscovery; (2)ScholarshipofIntegration; (3)ScholarshipofApplication;
and(4)ScholarshipofTeaching.CompetencieswithinthisEdDprogramarefocusedonthesefour
AppLAppliedDissertationDescription(July22016).docx 2
areasofscholarship. ScholarshipofDiscoverywilladvancedoctoralstudents’knowledgeof
underlying causesandfactors identified intheliterature relatedtothePOPastheymanifest
withinthedoctoralstudent’s contextofprofessionalpractice.Itwillalsosupportdoctoral
students’abilitytoeffectivelyinterveneintheircontextofprofessionalpracticeanddocumentthe
implementationaswellasproximaloutcomesresultingfromtheirintervention.
DoctoralstudentswilldemonstrateScholarshipofIntegrationbyapplying interdisciplinary
knowledgegainedthroughcoursework andindependent inquirytocontextualizing theirPOP
fromvarioustheoreticalperspectivesanddevelopanevidence-based solution.Duringthethird
yearoftheprogram,studentswillapplythisintegratedknowledgeoftheoryandpracticethrough
theimplementation andevaluationofapotentialsolutiontoaddressunderlying causesor
factors identifiedwiththePOP.Finally,doctoralstudentswilldemonstrateScholarshipof
Teachingbycommunicating theirfindingstovariousstakeholdersandengagingacommunityof
practice.
DescriptionofAppliedDissertationandtheProblemofPractice
Unlikethetraditionaldoctoraldissertation, theAppliedDissertation focusesonasolutiontoa
significantPOPwithinthedoctoralstudent’scontextofprofessionalpractice.ThePOPisthe
underlying issueidentifiedbystudentsastheyhaveworkedwithintheircontextofprofessional
practice.Itisthefocusoftheirmultidisciplinaryinvestigation.Belowisadescriptionofthedissertation
developmentacrossathree-yearprogram.Studentswhooptforalongerprogramwilldeterminean
appropriatetimelinewiththeiradvisers.Programapprovalofanychangestothethree-yearprogrammust
beapprovedbyoneoftheEdDCo-Directors.
Duringthefirstyearintheprogram,doctoralstudentsestablishthePOP,providearationaleforthe
importanceofthePOP,andprovideevidenceofthePOPbroadly(i.e.,throughexaminationofliterature)
andevidenceofthemanifestationoftheproblemwithinthestudents’contextsofprofessionalpractice
throughsystematicobservation.Oncetheproblemhasbeenestablished,studentsinvestigatefactors
associatedwithorpotentialunderlyingcausesforthePOPfromasystemsandorganizationalperspectives
andconstructaconceptualframeworkthatproposestherelationshipbetweenthekeyfactors/causesand
thePOPtherebyestablishingarationaleforyourstudy.Basedonastrongunderstandingoftheliterature
andthestudents’context,theyconductanempiricalstudytoexamineonecomponentoftheconceptual
frameworkthatwilldeepenthestudents’understandingofthesefactors/underlyingcausesasthey
manifestwithintheircontextofprofessionalpracticeandestablishevidenceofaneedforimprovementin
thisareaoftheirpracticeorprofessionalcontext.Attheendofthefirstyear,doctoralstudentswillprovide
evidenceoffirstyearcompetencymasterythroughthesubmissionoftheirYearOnePaperandYearOne
Self-AssessmentPaper.
Duringthesecondyear,studentsproposeaninterventiontoaddressoneormorefactorsexamined
throughtheirempiricalstudyintheirYearOnePaper.TheEdDprogramholdsabroad
conceptualizationofinterventionstoincludeclassroominterventions,districtpolicychanges,
andprogramdevelopmentaswellasmanyotherpracticalsolutionstoimprovethecontextin
whichthedoctoralstudentsareemployed.Studentswillalsodesignanevaluationplanto
evaluatetheprocessofenactingtheintervention(i.e.,implementationfidelity)andoutcomes
oftheintervention.Attheendofthesecondyear,doctoralstudentswillprovideevidenceof
AppLAppliedDissertationDescription(July22016).docx 3
firstandsecondyearcompetencymasterythroughthesubmissionandoraldefenseofa
proposalfortheirdissertationstudyandsuccessfulcompletionoftheoralcomprehensiveexamination.
Theproposalwillbedefendedinthepresenceofthestudents’DoctoralAdvisoryCommittee.Upon
successfulcompletionoftheproposal,thestudentwillbeallowedtosubmithisorherprotocol
totheuniversityInstitutionalReviewBoard(IRB)and,onlyafterapprovalisreceivedcanthe
studentbeginimplementation.Studentsareadvancedtodoctoralcandidacywhenthey
successfullydefendtheirdissertationstudyandpasstheircomprehensiveexamination.
Duringthethirdyearoftheprogram,studentswillexaminetheinterventionimplementationand
evaluatetheeffectivenessoftheinterventionusingmixedmethodsapproaches.Studentsshould
beabletocriticallyevaluatethepotentialvalueoftheintervention andproviderecommendations
basedontheirdissertationstudy.TheAppliedDissertationwillfocusondocumenting thestudents’
progressthroughthedissertationstudy.
CharacteristicsoftheAppliedDissertationthatmakeituniquetothisprograminclude:
• TheAppliedDissertationistheculminationofstudents’workacrosscourses,independent
research,andempiricalanalysis;
• Majorsegmentsofeachprojectareembeddedwithincourseworkanddistributedacrossthe
program;
• DissertationstudiesfocusonaPOPwithinthecandidates’contextofprofessionalpractice;
and
• Projectspossesspotentialforsignificantchangeorimpactwithintheorganizationand/or
haveimplicationsforpolicy.
TheAppliedDissertationprovidesevidenceofadoctoralstudent’sabilityandmasteryoftheskills
necessarytoframeanimportant issuewithintheircontextofprofessionalpractice, identifyand
developapotentialinterventiontoaddressfactorsrelatedtothisissue,implement this
intervention,documenttheimplementationoftheintervention, andanalyzeandevaluate its
efficacywithinaneducationorrelatedfield.Mostimportantly,theAppliedDissertationprovides
doctoralstudentstheopportunity tocriticallyexaminefactorsrelatedtoasignificantPOPwithin
theircontextofprofessionalpracticeanddevelopanevidence-based interventionorpolicy
recommendationstoaddressfactorsrelevanttotheissue.
ComponentsofAppliedDissertation
TheAppliedDissertation iscomprisedof4primarycomponents: (1)anintroduction, (2)aclearly
articulated,contextualized,andevidence-supported POPthathighlightsunderlying causesand
associated factorswithinthecontextofprofessionalpractice, (3)anintervention andprogram
evaluation, (4)documentationoftheprocessofimplementation,and(5)findingsrelative
toproximaloutcomes,analysis,conclusions, andimplications fortheeducationalpractitioner.
Thefollowingoutline illustrates thefundamentalcomponentsoftheAppliedDissertation
including theyearintheprogramwhentheworkwillbecompeted.Eachofthecomponents is
revisedduringsuccessiveyears.
PleaserefertotheAPAPublicationManual(APA,2010)andtheJHUlibrary’sformatting
AppLAppliedDissertationDescription(July22016).docx 4
guidanceforsectionsofthedissertation.TheElectronicThesesandDissertationswebsiteURLis
http://guides.library.jhu.edu/etd.
AmericanPsychologicalAssociation.(2010).PublicationManualoftheAmericanPsychologicalAssociation(6thed.).Washington,DC:Author.
NOTE:ThisOrderandContentmaybechangedwiththediscretionoftheadviser.
OrderandContent
FrontMatter
a) Titlepage
b) Abstract
c) Preface,includingacknowledgments
d) TableofContents,withtitlesandpagereferences
e) ListofTables,withtitlesandpagereferences
f) ListofFigures,titlesandpagereferences
g) ListofPlates,withtitlesandpagereferences
ExecutiveSummary (Year3)
Ch.1–UnderstandingthePOP(Year1)
a) IntroductionthatestablishesthePOPwithintheliterature;providesarationaleforwhythe
problemisanimportantproblem;andprovidesevidenceforthePOPbroadlyaswellaswithin
thecontextofprofessionalpractice.Thisintroductionshouldleadtothestatementofthe
POP.
b) ProblemofPractice—ProvideaclearstatementofthePOP.
c) Clearlyarticulateasystemsapproachtounderstandingandorganizingunderlyingcausesand
factors.Clearlyidentifytheappropriatetheoreticalframesandperspectivesthatwillbeused
toexplorethePOP.
d) ClearlyidentifyandorganizespotentialunderlyingcausesandfactorsrelatedtothePOP.
e) Synthesizeresearchliteraturethatinformsthedevelopmentofaconceptualframeworkor
modeloftherelationshipsbetweenthefactorsandcauses.Provideacriticalreview,analysis,
andsynthesisofscholarlyliterature.
f) Summaryofthefactorsandunderlyingcausesleadingtoarationaleforthechosenfactors
examinedempiricallyinCh.2.
Ch.2–Empiricalexaminationofthefactorandunderlyingcauses (Year1)
a) Introduction—providesconnectionbetweenCh.1andtheempiricalstudyinCh.2.
b) ContextofStudy—Description ofthecontextincludingoverviewofthetargetpopulation
(i.e.,thosewhoareimpactedbytheintervention,whichmaygobeyondthestudy
participants).
c) Statementofthepurposeoftheempiricalstudyincludingresearchquestions relatedto
underlying causesandfactorsrelatedtothePOP.
d) Method:
1) ResearchDesign—provideanoverviewoftheresearchdesignforyourstudy:
AppLAppliedDissertationDescription(July22016).docx 5
( a ) Participants—descriptionofthesampleandparticipant selection.
(b) MeasuresandInstrumentation—descriptionofallvariables(including
howeachwillbedefinedandmeasuredinthisstudy),datasources
suchasexistingdata,assessments,measures/surveys,and/or
interviewprotocols;includeadiscussionofvalidityandreliability
fromexistingdataORindicateintheProceduresectionhowyou
intendtoaddressissuesofvalidityandreliability.
(c) Procedure–outlineofthestepsandtimeline:
1. Datacollectionmethods—descriptionofdatacollectionprocedure.
2. Dataanalysis—howwillthedatabeanalyzedincludingspecificstepstocode
qualitativedataandstatisticalanalysesforquantitativedata.Youshouldalso
considerhowyouwillmanagethedata,butthisdoesnothavetobe
explicatedinthissection.
e) FindingsandDiscussion—systematicdiscussionofthefindingsincludingelaborationof
descriptionofcontextbasedontheempiricalstudy
f) References (movedtoendofprojecteachyear)
Ch.3–Intervention literature review(Year2)
a) ConnectiontoCh.2—SummaryofempiricalfindingsfromCh.2withrationaleforfocuson
specifictypesofinterventions.
b) TheoreticalframeworkORconceptualframeworkthatprovidesthefoundationforthe
intervention.
c) Synthesisoftheinterventionliteraturetargetedtowardcontributingfactorsthatwere
determinedtobeimportantwithinthecontextofprofessionalpractice;provideanargument
throughthesynthesisoftheliteraturefortheproposedintervention.
c) Briefsummarywithoverviewofproposed intervention.
Ch.4–Intervention procedureandprogramevaluationmethodology(Year2)
a) IntroductionprovidingconnectiontoCh.3andleadingtothepurposeofthestudyandresearch
questionsfortheintervention.
b) ResearchDesignincludinglogicmodel:
i) Processevaluation–designforexaminingtheimplementationoftheintervention.
ii) Outcomeevaluation–designforexaminingtheproximaloutcomesofthe
intervention.
c) Method:
i) Participants—Descriptionofsample(thismaybegeneralattheproposalstagebutis
rewrittenwithspecificsinthedissertation),participant selection, and/orsite
identification;comparisongroupdescriptionifapplicable.
ii) MeasuresorInstrumentation—descriptionofallvariables,datasources
suchasexistingdata,assessments,measures/surveys,and/orinterview
protocols.
iii) Procedure:
(1) Intervention—detaileddescriptionoftheinterventionincludingatimelineforthe
intervention.(NOTE:Thisdescriptionshouldelaboratethedescriptionprovidedinthe
summaryforCh.3.)
(2) Datacollection—descriptionofdatacollectionproceduretoexamineBOTHthe
processofimplementationandproximaloutcomesoftheintervention.
AppLAppliedDissertationDescription(July22016).docx 6
(3) Dataanalysis—descriptionofthedataanalysesincludingspecificstepstocode
qualitativedataandstatisticalanalysesforquantitativedata.Youshouldalso
considerhowyouwillmanagethedata,butthisdoesnothavetobeexplicatedin
thissection.
(4) SummaryMatrix—includeamatrixshowingalignmentbetweenresearchquestions,
measuresorinstrumentationthatoperationalizesthevariablesofinterest,data
collection,anddataanalysisasanAppendix;refertoappendixasappropriate
throughoutProceduresection
Ch.5–FindingsandDiscussion
a) Processofimplementation—richdescriptionoftheprocessofinterventionimplementation
b) Findings—statementoftheempiricalfindingsorganizedbyresearchquestion
c) Conclusions—Summativestatementsrelativetofindings
d) Discussion—Discussionofthefindingsincludingrecommendationandlimitationsofthe
study-relationshiptotheliterature,relationshiptothetheoreticalframework,
relationshiptopractice
References
ClarifyingQuestionstoPonder
Thefollowingquestionsareprovidedtoguidestudentstowardthesuccessfulwrite-upoftheir
study.Thequestionsbelowwillhelptopositionthestudents’worktoaddresseachelement
identifiedbelow:
1) DoestheExecutiveSummaryprovideanoverviewofthedissertation?
2) Doestheintroduction ofthePOP(Ch.1)…
a) EstablishthePOP?Providearationaleforwhytheproblemisaproblem?Provideevidencefor
thePOPbroadlyaswellaswithinthecontextofprofessionalpractice?Provideaclear
statementofthePOP?
b) Clearlyart iculateasystemsapproachtounderstandingandorganizingunderlying
causesandfactors?
c) Clearly identify theappropriatemultidisciplinary lensesthatwillbeusedtoexplorethePOP?
d) Clearlyidentifyandorganizes potentialunderlying causesandfactorsrelatedtothePOP?
e) Synthesizeliteraturethatinformsthedevelopmentofaconceptualframeworkormodelofthe
relationshipsbetweenthefactorsandcauses?Provideacriticalreview,analysis,andsynthesis
ofscholarly literature?Discussthetheoreticalperspectiveasappropriate.
3) Doestheempiricalexaminationofthefactorsandunderlyingcauses(Ch.2)...
a) Situatereaders intheperspective ofthedoctoralstudent’sorganization –thecontext for
thePOP?
b) Buildaconnectiontotheliteraturereviewrelatedtofactorsandunderlyingcauses
forthePOP?
c) Establish theapproach forexamining theunderlying causesandassociated
factorswithinthecontextofprofessional practice?
AppLAppliedDissertationDescription(July22016).docx 7
d) Clearlydelineate theunderlying causesandfactorsassociatedwiththePOPasthey
aremanifestedwithinthecontextofprofessionalpractice?
e) Clearlyandconvincingly establishthesignificanceoftheproblemwithinthefield
ofeducation?
4) Doestheliterature reviewrelatedtotheintervention (Ch.3)...
a) Buildconnectionstothefindingsfromtheempiricalstudyofthefactorsand
underlyingcausesforthePOP?
b) Establishesatheoreticalframework(orcombinationofsupportingtheoretical
frameworks)thatserves(serve)asaframefortheinterventionand/orfinalexpected
outcome.
c) Synthesize important literature relatedtointerventions thataddressesoneor
moreunderlying causesorfactorsassociatedwiththePOP?
d) Analyzetheresearchforstrengthsandweaknesses?
5) Doestheevaluationprocedure (Ch.4)...
a) BuildaconnectiontotheliteraturereviewpresentedinCh.3includingtheargumentforthe
intervention?
b) Establishresearchquestions forthedissertationstudy?
c) Clearlyarticulateappropriateandrigorousmethodstoevaluateoutcomesof
theinterventionoranalysisofpolicyandprocedure?
d) Clearly indicateallcomponents ofthemethods includingtheparticipants,measures,
procedurefortheinterventionand forevaluation,datacollection,anddataanalysis?
e) Clearlyarticulate theintervention implementation procedure?
6) Doesthefindingschapter(Ch.5)...
a) Clearlyarticulateadescriptionoftheprocessofimplementationaswellasacriticalassessment
oftheimplementationdrawingonmultiplesourcesofdata?
b) Clearlyarticulate theoutcomesofthestudybasedontheanalysisofthedata?
c) Providevalidandreliableconclusions toinformstakeholders andother
educationalprofessionals?
d) Providealogicalandpreciseargumentaswellasconclusions forpractice?
e) Discuss limitationsofthestudy?
f) Illustrateamultidisciplinary approach toeducational improvement?
g) Leveragebothpracticalexperienceandscholarlyknowledge inthedesignof
anintervention toaddressunderlying causesandfactorsassociatedwiththe
POP?
h) Connectbacktotheliterature,thetheoreticalframeandtheoriginalcontext
forthestudytoconnecttopractice?
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App Q Starfish Getting Started Guide for Students
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AllTeachingAssistantappointmentsaresubjecttoapprovalbytheDeanor his/herdesignee.Fundingavailabilityisconsideredinallappointments.Any facultymemberand/orprogramdirectorcanrecommendagraduatestudentfora teachingassistantshipappointment.
TermsofAppointment
Appointmentsshould,ingeneral,bemadeonasemester-by-semesterbasis.Theperiodofappointmentshallnotexceedoneacademicyearandshallterminateat theexpirationofthestatedperiodofappointmentwithoutnotificationofnon- renewal.
ApprovedbyAcademicCouncil,9/25/13
2AppSPolicyStatement
DutiesofTeachingAssistants• TeachingAssistantsmayonlybeassigneddutiesthatareadjuncttoregular
classroominstruction.• AlldutiesperformedbyTeachingAssistantsshallbeunderthesupervision and
directionofadesignatedmemberofthefacultyorthecourseinstructor- of-record.Suchdutiesmayincludestudentpracticesessions,discussion sessions,assistanceinlaboratories,recitationsessions,reviewsessions,and othersimilaractivities.
• TeachingAssistantsmaymakerecommendationsforcourseassignment gradesprovidedthattheTeachingAssistantholdsahigherdegreethanthe degreeprograminwhichs/heisassisting.Thus:o TeachingAssistantswithamaster’sdegreemayrecommendgradesfor
studentsinundergraduatecourses;ando TeachingAssistantswithadoctoraldegreemayrecommendgradesfor
master’sstudents.• TeachingAssistantsmaybeassignedtoholdofficehours,holdstudent
conferences,andtoperformsimilarcommonacademicduties.• Teaching Assistants may NOT be assigned regular classroom instruction
duties, nor may they serve as an instructor-of-record for any instructionalactivity.
• TeachingAssistantsmayNOTsubmitfinalgradestoISISself-serviceand/or theELCgradebook.
SupervisionofTeachingAssistants
AllTeachingAssistantsshallbeunderdirectandassignedsupervisionofafacultymember(eitherafull-timefacultyorafacultyassociate)andshallregularlyreport ontheconductandperformanceoftheirdutiestothesupervisingfaculty.The supervisingfacultyshall,attheendofeachsemester,filewiththeViceDeanof AcademicAffairsawrittenevaluationoftheperformanceofallTeaching Assistantsunderthesupervisingfaculty'sdirection.Theevaluationshallbecomea permanentpartoftheTeachingAssistant'spersonnelfile.
OtherEmploymentInformation
Althoughtheyarenotmembersofthefaculty,TeachingAssistantsareexpected toconformtothesamestandardsofconductintheperformanceoftheiracademic dutiesasaremembersofthefacultyandshallrespecttherightsandopinionsof studentsandupholdtheacademicstandardsoftheSchoolofEducation.
Steps for Creating a CITI Account and Completing the Human Subjects Research Training
PLEASE BE SURE TO FOLLOW THE DIRECTIONS BELOW IN ORDER TO SELECT THE CORRECT TRAINING, AS IT IS A BIT CONFUSING. IF YOU HAVE QUESTIONS, PLEASE CALL THE HIRB OFFICE AT 410-516-6580 BEFORE YOU BEGIN THE TRAINING.
1. Go to: https://www.citiprogram.org/Default.asp2. If you already have a CITI account, sign into your account and proceed to step #5.3. If you are new user to the CITI Program, register to create an account by clicking on New
Users Register Here. Complete the registration process. Make sure you select Johns HopkinsUniversity as your institution, create your username and password etc.
4. You will be asked to complete some basic member information and also which coursecurriculum you need to take. The system will guide you through a series of questions todetermine which course is appropriate for you.
5. THIS IS THE TRICKY PART…Choose, “ Yes, I need to take the training in Human SubjectsResearch (HIRB Training)”. You DO NOT need to complete the Responsible Conduct ofResearch (RCR) course for IRB purposes.
If you choose to complete the RCR Course, you will still need to complete the Basic Course in
the Protection of Human Research Subjects for IRB purposes.
Please look below to guide you through the correct selections.
6. On the next screen, if you have not previously completed the Basic Course, select the BasicCourse. If you are renewing your certification because you have completed the basic courseover 5 years ago, please select the Refresher Course.
DO NOT select this option
App Steps for reating a A ount and o p eting the raining
7. On the next screen, you will be prompted to select your curriculum.Select Social & Behavioral Research Investigators if you are submitting an expedited application.
If you have reviewed the exempt checklist on the HIRB website and you feel your research fitsinto one category, or have been told your research will be Exempt, select Exempt Research.Please note that if your research is determined to not be exempt, you will need to complete theSocial & Behavioral Research Investigators module as well.
If you are conducting research only as part of a classroom activity, select Classroom Protocols.
8. The IRB does not require you to complete the Good Clinical Practice (GCP) course.
App Steps for reating a A ount and o p eting the raining
9. This will bring you back to the main page. Scroll down until you see “My Courses”. UnderStatus, you will see “Not Started - Enter”. Click ‘enter’ to be taken to the course.
10. Complete the course as required. You do not have to complete the course all in one sitting; youare allowed to use multiple log-on sessions. The minimum "passing" aggregate score for thequizzes is 80%. A running tally is compiled in the Grade Book. If you want to improve a scoreon a quiz, you may repeat any quiz in which you didn't score 100 % correct.
11. Print out a copy of the completion certificate for your files and save a copy to your computer aswell. A copy will be sent automatically to your institutional administrator. You may return tothe course site in the future to obtain a copy of the completion report or take the other offeredcourses.
App Steps for reating a A ount and o p eting the raining
AppZPOPStatementGuidance(May302017)
POPStatementGuidance(Oct2016)ThroughoutyourEdDprogram,youwillbeaskedtowriteyourProblemofPractice(POP)statement,ordifferentiterationsofyourPOPstatement,incourseassignmentsaswellasinyourdissertation.BelowaresomesuggestionsforhowyoumightthinkaboutwritingyourPOPstatementaswellasseveralexamples.PleaserefertotheAppliedDissertationDescription(July2016)forfurtherdiscussion.YourPOPstatementshouldbeasingle,succinctparagraphthatdelineatesthebroadprobleminsociety,someevidenceofthisbroadproblemwithintheresearchliterature,andhowthisproblemmanifestsitselfinyourcontext.Moreexplicitly,youcouldfollowthesestepstowritingthisstatementofthePOP:
1. Statethebroadprobleminsociety.Youmaywanttobeginwithanintroductoryorexplanatorysentence.
2. Provideatleastthreeevidentialstatementsoftheproblemincludingcitations.Thesearestatementsthatprovideevidencethattheproblemexistsinvariousforms.
3. Statehowthisbigproblemmanifestsitselfinyourprofessionalcontext.Examples:AchievementdisparitiesamongtraditionallyunderservedstudentsAsnapshotoftheAmericaneducationallandscapein2011reflectsastrikinglysimilarportraitoftheK-12environment30yearsago.FromANationatRisk(Gardner,1983)totheNoChildLeftBehind(NCLB,Actof2001),thestateofeducationremainsdistressed,particularlyfortraditionallyunderservedstudents.Stagnantacademicperformancepersistsamonglow-socioeconomicandminoritystudents(Lee,2006),andNationalAssessmentEducationStatisticsdataanalysesdelineatehowachievementgapshaveremainedrelativelystablebetweendifferentgroupsofstudents(Lee,2006;Rampey,Dion,&Donahue,2009).Highschooldropoutrateshaveriseninsomegroupsoftraditionallyunderservedpopulations(Balfanz&Letgers,2006;Barton,2000;Greene,2002;Greene&Winters,2005;Sum&Harrington,2003,Swanson&Chaplin,2003).Further,schoolfailureswithinourmostneedydistrictsinurbanandrurallocalesleaveunderservedpopulationswithoutaccesstoeducationalresources.NCLB(2001)waspassedtoamelioratethepersistentperformancedifferences,yettheresultinmanyplaceshasbeentowidenalreadyexistinggapsinachievementandaccesstoeducationalresources.Thepersistentlowlevelsofachievementandunequalaccesscontinuetofrustratepractitionersandresearchers.InGreenHighSchool(GHS),studentsuccessrecordsmirrortheUSnationalpatterns:traditionallyunderservedminoritystudentsgraduateatlowerratesthantheirprivilegedcounterparts,gapsexistbetweenmanygroups,fewerofthesestudentsarerepresentedinAPcourses,resourceshavebeenwithdrawnfromtheschoolasaresultofNCLBpolicies,anddropoutratesatGHShavenotabated(CITATIONtoschoolrecords).
Explanation:Inthisparticularexample,thePOPstatementremainsbroadandfocusedontheoutcomeproblem:achievementdisparitiesamongtraditionalunderservedstudents.Thisstatementprovidesevidencethatthisproblemexists:NAEPdata,graduationrates,drop-outrates,schoolfailures,anddiminishedaccesstoeducationalresources.Lastly,itdescribeshowtheproblemwithinthecontextofprofessionalpracticereflectsthenationalproblem.
POPStatementSubmissionforAdvisingprocess:
ForthePOPstatementthatyouwillsubmittobegintheadvisoryselection,pleaseconsiderincludingsomeinformationthatbrieflyoutlinesthefactorsassociatedwiththeproblem.ThislistshouldfollowthePOP
AppZPOPStatementGuidance(May302017)
statementandmaybeprovidedinbulletedformat.ItwillallowustobetteralignadviserselectionwithyourspecificinterestBUTisnotrequiredatthistime.
BelowareseveralPOPstatementsthatareexamples.Theyarenotnecessarilyexemplarsoftheformatpresentedabovebutshowsomevariationwithinthisformat.Theyareprovidedonlyasexamplesforyoutoconsider.NeurosciencemisuseinschoolsWhileinterestinthebrainsciencesandneuroscienceliteracyhasgrownconsiderably,misconceptionsandmisapplicationsofhastily-appliedbrainresearchgrewparalleltothatinterest.Specificmisunderstandingsandincorrectnotionsaboutthebrain,eitherinstructureorfunction,wereisolated,identified,andlabeledasneuromyths(OrganisationforEconomicCooperationandDevelopment[OECD],2002).Particularlywithinthefieldofeducationalneuroscience,ormind,brain,andeducation,theroleofneuromythshasbeenexaminedintermsofteachers’beliefsaboutwhataffectsandunderliesstudentlearning(Dekker,Lee,Howard-Jones,&Jolles,2012).Examplesofsomeneuromythsincludethebeliefthathumansregularlyuse10%oftheirbraincapacity;thattherearevisual,auditory,andkinestheticlearners;andthatpeopleareeither“left-brained”or“right-brained”(OECD,2012).Whilethereisevidencethatteachersdoadheretosomeoftheseneuromyths(Alekno,2012;Dekkeretal.,2012;Gleichgerrcht,Luttges,Salvareza,&Campos,2015;Ratoetal.,2013)andthatneuroscienceresearchfindingscanbeutilizedtotransforminstructionalpractice(Dommett,Devonshite,Plateau,Westwell,&Greenfield,2010),thereiscurrentlynovalidatedconnectionbetweenteacherbeliefinneuromythsandteacherinstructionalpractices.Thoughthereisresearchindicatingthatthereisarelationshipbetweenteacherbeliefsandpracticesmoregenerally(Allinder,1994;Anderson,Greene,&Loewen,1988;Aston&Webb,1986;Gibson&Dembo,1984;Guskey,1988;Knapp,2013;Stein&Wang,1988;Youyan,Tan,Liau,Lau,&Chua,2013),thesupportforthatrelationshipexistsprimarilyinregardtoteacherefficacy.Thus,thisstudyseekstodeterminetheextentofthisproblemwithintwoprivateschoolsandthenbroadlyinastate-widesurvey.
Communitycollegestudentattrition
Despitetheincreaseinaccessto2-yearcollegeprograms,thelikelihoodofcommunitycollegestudentstograduatewithanassociatesorbaccalaureatedegreeremainsgrimwithintheU.S.Thechallengesfacingcommunitycollegestudentsastheypersisttoachieveabaccalaureatedegreebyupwardtransferorgraduationwithanassociatedegreeareoftentoosimplyidentifiedasbeingunderpreparedandfinanciallyunder-resourced.Communitycollegestudentsfacemanyobstaclestopersistencethatimpedetheirabilitytoearnadegreeandtransferincludingbeingacademicallyunderprepared(Bailey,2012;Fike&Fike,2008),financiallyunder-resourced(Dowd&Coury,2006;Mendoza,Mendez,&Malcolm,2009),andmoreoftenfirstgenerationcollegestudentswithoutknowledgeablesupportathomeofcollegeprocessesincludingregistration,financialaid,andtransfer(Dowd,Pak,&Bensimon,2013;Goldrick-Rab,2010,Lareau,2011).Further,therearefewbarrierstoregisteringforcoursesoroptingforaprogramofstudyintheopen-accesscommunitycollegeenvironment,whichmayleadtostudentstakingunnecessarycoursesorthosenotcoveredbyfinancialaid(Goldrick-Rab,2010).Amongthemanywayscommunitycollegestudentsdifferfromtheir4-yearuniversitycounterpartsisthattheytendnottoseekstudentsupportservicesorintegratethemselvesincampuslife(Martinetal.,2014).Thus,despitethemanyinstitutionalsupportsavailable,communitycollegestudentsoftenmakedecisionsaboutcurriculumandtransferwithoutprofessionaladvice.Takentogether,thesefactorsleadtotheproblemoflowgraduationandtransferratesforcommunitycollegestudents,andthiscaseremainstrueinJaneDoeCommunityCollegeinamid-Atlanticsuburbancity.
AppZPOPStatementGuidance(May302017)
NCAAEligibility
Since1965,initial-eligibilityrequirementshaveexistedtoensurethathighschoolstudent-athletesareacademicallypreparedfortherigorsandtimedemandstheywillfaceata4-yearinstitution(Pickle,2008).Whatremains,however,ishighoverallnumberandproportionofhighschoolstudent-athleteswhofallshortofmeetingNCAAacademicinitial-eligibilityrequirementsannually.Forhighschoolstudent-athletestoqualifytopractice,compete,andreceiveathletically-relatedfinancialaidduringtheirfirstyearoffull-timeenrollmentatanNCAADivisionIorDivisionIIinstitution,theymustmeetminimumacademicinitial-eligibilitystandardsascertifiedbytheNCAAEligibilityCenter.NCAAproprietarydatashowthatapproximately200,000highschoolstudentsannuallyregisterwiththeEligibilityCenterwiththegoalofbecomingNCAADivisionIorDivisionIIstudent-athletes.Amongthosestudents,approximately90,000areactivelyrecruitedbyaDivisionIorDivisionIIcollegeoruniversityandthusreceiveafinalacademiccertification.Ofthose90,000studentswhoreceiveafinalacademiccertification,approximately13%annuallyfallshortofmeetinginitial-eligibilityacademicrequirementsand,inmanycases,misstheopportunityforhighereducation.Inparticular,approximately20%ofallrecruitedhighschoolfootballplayersareacademicallyineligiblecomingoutofhighschool.AfricanAmericanhighschoolfootballplayers,manyofwhomcomefromlimited-resource,urbanschooldistricts,comprisethelargestdemographicsubsetofacademicallyineligiblehighschoolstudent-athletes.Accordingly,thePOPaddressedinthisstudyfocusedparticularlyonlow-incomeandminorityhighschoolfootballplayersandwasthussituatedwithinbroaderstudiesrelatedtocollegeaccessandachievementgapsamonglow-incomeandminoritystudents.
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