Program Guidelines
Ph.D. in Education
College of Education and Human Development
George Mason University
4400 University Drive, MSN 1D5
Fairfax, VA 22030
Email: ggalluzz@gmu.edu jstahle@gmu.edu
Phone: (703) 993-2011
Fax: (703) 993-2063
Update: 11/11
TABLE OF CONTENTS
The Ph.D. in Education Program .................................................................................................... 1
Advisors .......................................................................................................................................... 1
Doctoral Advising Committee .................................................................................................... 1
Doctoral Dissertation Committee ............................................................................................... 2
Competencies .................................................................................................................................. 3
Portfolio ...................................................................................................................................... 3
Continuous Enrollment ................................................................................................................... 4
Core Courses ................................................................................................................................... 4
Courses at Other Universities ......................................................................................................... 4
Credits ............................................................................................................................................. 5
Required ...................................................................................................................................... 5
Transfer Credits .......................................................................................................................... 5
Applicable Courses ..................................................................................................................... 5
Dissertation ..................................................................................................................................... 5
Guidelines ................................................................................................................................... 6
Dissertation Proposal Seminar (EDUC 998) .............................................................................. 7
Dissertation Credit (EDUC 999) ................................................................................................. 7
Research and Scholarship in Education (EDUC 805) ................................................................ 8
Emerging Issues in Education Specialty (Course # 895) ............................................................ 8
Enrollment....................................................................................................................................... 8
GMU Enrollment Rules: ............................................................................................................. 8
Ph.D. in Education Enrollment Requirements: ........................................................................... 8
General Culture ............................................................................................................................... 9
Grade Requirements........................................................................................................................ 9
Grading Policies ............................................................................................................................ 10
Graduation Requirements ............................................................................................................. 10
Grievance Procedure ..................................................................................................................... 11
Human Subjects Review ............................................................................................................... 11
Independent Study ...................................................................................................................... 122
Internships ................................................................................................................................... 122
Leadership Seminar (EDUC 802) ............................................................................................... 133
Leave of Absence ........................................................................................................................ 133
Secondary Concentration Area of Study..................................................................................... 133
Special Scholarship Secondary Concentration in a Non-CEHD Department, School or Institute
................................................................................................................................................. 143
Discipline-Based Secondary Concentration ........................................................................... 144
Interdisciplinary Secondary Concentration............................................................................. 144
Master's Degree as a Designated Secondary Concentration ................................................... 144
Oral Examination / Defense ........................................................................................................ 144
Ph.D. in Education Committee ................................................................................................... 155
Ph.D. in Education Office ........................................................................................................... 155
Professional Specialization ......................................................................................................... 155
Program Evaluation .................................................................................................................... 166
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Program of Study ........................................................................................................................ 166
Preparation .............................................................................................................................. 166
Rationale ................................................................................................................................. 166
Approval ................................................................................................................................. 177
Modification ............................................................................................................................ 177
Completion.............................................................................................................................. 177
Program of Study Approval Procedures ..................................................................................... 177
Re-Admission ............................................................................................................................. 187
Registration ................................................................................................................................. 188
Required Courses ........................................................................................................................ 188
Requirements .......................................................................................................................... 198
Research Methods Courses ..................................................................................................... 199
Residency .................................................................................................................................... 199
Student Mentors ............................................................................................................................ 20
Time Limits ................................................................................................................................... 20
Transfer of Credit .......................................................................................................................... 20
Ways of Knowing (EDUC 800) .................................................................................................... 20
Withdrawal from Courses ............................................................................................................. 21
Withdrawal from Program ............................................................................................................ 21
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The Ph.D. in Education Program
The Ph.D. in Education is a program of advanced professional study to develop leadership in a
selected field of professional education. As a program of doctoral study, it emphasizes theory
and research as much as it does practice, breadth of study as much as depth, and process as well
as knowledge. It seeks to develop knowledge and skills useful in educational roles as well as the
abilities to analyze and respond to problems in their relationships to various educational
concerns. The program emphasizes leadership in a broad professional field rather than expertise
in a narrow area of specialization. A student's individual Ph.D. in Education program of study
should clearly reflect a preparation that incorporates these features of doctoral study.
Students must demonstrate the following major competencies to be awarded a Ph.D. in
Education degree:
1. Ability to communicate effectively in a variety of professional roles in both oral and
written forms;
2. Knowledge of significant theory, developments and practices in one's professional
specialization (e.g. teaching of mathematics, counseling, etc.), and one or more
supporting areas of study;
3. Ability to understand, utilize and interpret basic principles and methodologies of
educational research design and data analysis; and
4. Ability to organize efforts to solve problems, advance knowledge, test theories, and adapt
information to meet professional goals.
Individual student programs of study should enable students to develop the skills, knowledge,
and attitudes which constitute and support these competencies. Mastery of these competencies is
demonstrated by successful coursework, successful completion of a comprehensive assessment
(examination or portfolio), preparation and acceptance of a dissertation, and successful
completion of an oral defense of the dissertation.
Advisors
Each Ph.D. in Education student is advised by a committee of at least three faculty members
throughout enrollment in the Ph.D. in Education Program. A doctoral advising committee
advises the student through the completion of all pre-dissertation coursework and the
comprehensive portfolio assessment. A doctoral dissertation committee advises the student in the
preparation, submission and defense of the Ph.D. in Education dissertation. All members of the
latter committee are nominated by the student during or upon completion of EDUC 998 Doctoral
Proposal Seminar.
Doctoral Advising Committee
This committee consists of three George Mason University (GMU) faculty members selected by
the student. It is chaired by the student's major advisor, who represents the program specialty
area. One member must represent the student's minor area of study.
1
The major functions of this committee include assessing the student’s goals, interests and
academic needs; planning with the student and approving the student's program of study;
monitoring student progress through the program; and overseeing the student's comprehensive
portfolio assessment. Students may take courses for no more than two semesters without having
an approved doctoral advising committee and an approved program of study.
Doctoral Dissertation Committee
The doctoral dissertation committee consists of three GMU faculty members, including a chair
who serves as the major advisor to the student in preparing the dissertation from the initial
stage(s) through the final oral defense. Additional committee members from the GMU faculty, or
non-GMU faculty with an earned doctoral degree, must be approved by both the committee chair
and the Ph.D. in Education Program Director.
Students must select members of their doctoral dissertation committee once they have passed the
comprehensive assessment (examination or portfolio) and while preparing their dissertation
proposals (in EDUC 998) but before presenting a proposal to the faculty. They may continue
their existing doctoral advising committee as the doctoral dissertation committee or nominate
one or more new committee members. In either case, they nominate, in writing, members of the
doctoral dissertation committee and a dissertation advisor (chair) to the Ph.D. in Education
Program Office.
It is the responsibility of the doctoral dissertation committee, under the leadership of its chair, to
assist and supervise the student in the preparation of the doctoral dissertation and to assure that
the dissertation meets all standards for doctoral work. The major responsibility for this work,
however, rests with the student, who is expected to demonstrate the ability to conduct
independent research through the dissertation study.
Members of this committee act in accord with Ph.D. in Education procedures to accept, modify
or reject a student's dissertation proposal(s), conduct and evaluate the student's oral presentation
of the completed dissertation, accept or reject the student's completed dissertation, and certify the
student's completion of all dissertation requirements preparatory to qualifying for graduation.
Membership on a doctoral advising committee or doctoral dissertation committee, once
established and approved, may not be altered without prior approval of the Ph.D. in Education
Program Director.
Consideration of a change in committee membership should include discussion with the
committee chair or the Ph.D. in Education Director, as appropriate. To initiate a committee
change, the student should request the change, in writing, clearly specifying the reasons for the
change, and submit this request to the Ph.D. in Education Program Director. A student requesting
a change in committee membership must have ascertained the new member's willingness to serve
prior to submitting the written request and so indicate this on the request.
2
Competencies
Students must demonstrate the following major competencies to be awarded a Ph.D. in
Education degree:
1. Ability to communicate effectively in a variety of professional roles in both oral and
written forms;
2. Knowledge of significant theory, developments and practices in one's professional
specialization (e.g. teaching of mathematics, counseling, etc.), and one or more supporting
areas of study;
3. Ability to understand, utilize and interpret basic principles and methodologies of
educational research design and data analysis; and
4. Ability to organize efforts to solve problems, advance knowledge, test theories, and adapt
information to meet professional goals.
Mastery of these competencies is demonstrated by successful coursework, successful completion
of a comprehensive portfolio assessment preparation and acceptance of a dissertation, and
successful completion of an oral defense of the dissertation.
Portfolio
The Ph.D. in Education Portfolio is an organized, yet selective, collection of documents designed
to facilitate a student's academic and professional development and to provide a basis for
evaluating degree progress. The portfolio represents the scope and depth of a student's goals,
plans, and accomplishments in coursework, independent study, research, internships, and other
advanced learning activities. The portfolio thus provides a comprehensive record of a doctoral
student's experiences and ongoing progress toward his or her academic and professional goals.
Students use the portfolio to:
1. Define and clarify academic and professional goals;
2. Formulate specific plans to achieve those goals through coursework, research, and fieldbased activities;
3. Reflect upon the process and results of their learning activities;
4. Modify goals and plans as needed based on reflective self-evaluation and feedback from
faculty advisors; and
5. Demonstrate readiness to proceed to the dissertation phase of the doctoral program.
As students progress through the program, they periodically meet with their doctoral advising
committee to review goals, plans, and accomplishments, and to discuss possible modifications
and additional work needed to facilitate continued progress in the doctoral program.
The first portfolio review must be completed before the end of the third semester. The second
portfolio review must be scheduled at the completion of 30 credit hours. When a student has
completed the coursework phase of the program, a final meeting is held with the doctoral
advising committee. This meeting is the context for conducting the Comprehensive Portfolio
3
Assessment, a formal evaluation of a student's readiness to proceed to the dissertation phase of
the Ph.D. in Education program, (analogous to the traditional doctoral comprehensive
examination.)
Continuous Enrollment
Ph.D. in Education students must meet all College of Education and Human Development
enrollment requirements. They must enroll in at least one course on their individual, approved
programs of study at least every other semester, not counting summers. It is strongly
recommended, however, that students enroll in at least one course on their programs each Fall
and Spring semester in order to complete the program within prescribed time limits. Time
allowed to complete the coursework phase of the program assumes continuous, part-time
enrollment and does not vary to accommodate those who enroll only in alternating semesters.
Students who fail to enroll in two consecutive semesters (summers are not counted) are declared
inactive and must submit a re-enrollment request to the program director. Re-admission is not
guaranteed.
Ph.D. in Education students have a maximum of five years from the time of their enrollment in
their first course to satisfactorily complete all coursework through the comprehensive portfolio
assessment. Students who have not completed these requirements within a five-year period will
be dismissed from the program. An additional five years, starting from the date on which the
student satisfactorily completes her/his comprehensive portfolio assessment are allowed to
complete the doctoral dissertation and the defense of the dissertation. See also Enrollment and
Time Limits.
Core Courses
Core courses are those required of all Ph.D. in Education students and are open only to Ph.D. in
Education students. In these core courses, EDUC 800: Ways of Knowing and EDUC 805:
Research and Scholarship in Education, EDRS 810: Problems and Methods in Educational
Research, and EDUC 802: Leadership Seminar, students enroll as an entering class, developing
and reinforcing a group identity and commitment to doctoral study in the process.
Any student who receives a grade of F in a core course will be dismissed from the program.
Students who receive a grade lower than a B must repeat the course and earn a final grade of at
least a B. See also General Culture and Grading Policies.
Courses at Other Universities
Students may take up to 12 credits of doctoral-level coursework at other universities as part of
their Ph.D. in Education program of study provided these courses are included in their approved
programs of study or are added to their program by student petition and appropriate action of the
Ph.D. in Education Office prior to taking them. In addition, permission of the GMU College of
Education and Human Development (CEHD) to take such courses is required prior to taking
them, even if they appear on an approved program of study. Forms for obtaining such permission
4
may be obtained from the CEHD Office of Academic and Student Affairs (Robinson Hall, Room
A307). See also Transfer of Credits.
Credits
Required
Ordinarily, a doctoral program of study in the Ph.D. in Education consists of 65 graduate credits
beyond a master's degree. In specific cases, more or fewer credits may be required, depending on
student's career goals, prior coursework, and assessed strengths and deficiencies. Under no
circumstances can the doctoral program consist of fewer than 55 graduate credits beyond a
master's degree, or 85 graduate credits beyond a bachelor's degree.
Transfer of Credits
Doctoral students may transfer up to 12 hours of graduate credit to their program of study, if (a)
the coursework was undertaken no more than six years prior to admittance into the Ph.D.
program, (b) the coursework was not applied to any previous degree, and (c) the coursework is
deemed applicable to the student's doctoral program by the student's committee. Once the student
has enrolled in the Ph.D. in Education Program, prior written permission of the Ph.D. in
Education Program Director is required to take courses at another institution. In some limited
cases, with approval of the Ph.D. in Education Committee, more than 12 credits may be
transferred.
Applicable Courses
Only CEHD courses at the 500*, 600, 700, 800 and 900 levels may be counted for degree
requirements.
*Coursework in 500 level courses must include special work of doctoral quality in order for
these courses to count toward program requirements. Such work usually consists of special
papers or projects of an advanced nature and are assigned and supervised by the instructor. See
also Transfer of Credits.
Dissertation
All students must satisfactorily complete a doctoral dissertation.
A Ph.D. in Education dissertation culminates doctoral study. Such a work must clearly
demonstrate Ph.D. in Education candidates' abilities to apply principles of education to
education-related problems in a chosen area of specialization. It must integrate knowledge of
various disciplines with knowledge of relevant educational practice and theory. The dissertation
must also make a significant contribution to existing knowledge or practice in education.
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To be acceptable, a Ph.D. in Education dissertation must:
1. Address a clearly identified major societal or educational need or address a major
educational issue as derived from the testimony of experts, analysis of research,
projection of trends, and other accepted sources;
2. Have potential implications for education beyond local school audiences, clients, or
settings;
3. Be unique -- it should not be a repetition of something that already exists or that has been
accomplished in a student's earlier study;
4. Be scholarly -- it should be grounded in critically evaluated research and theory presented
in a form consistent with the highest standards of organization and writing or other
appropriate form of communication;
5. Be clearly in the field of education;
6. Have a conceptual, analytical component;
7. Furnish tangible evidence that the student is able to produce new knowledge or a new
product for use in educational practice in a school, industrial, or governmental setting;
and
8. Demonstrate that the student has improved or can improve the "state of the art" in
educational practice, as opposed to only producing or adding to educational theory.
A Ph.D. in Education dissertation must be original, new work and not replicated research or
work completed prior to entering the Ph.D. in Education Program or undertaken while in the
program. It must also meet the standards of doctoral level scholarship and research. If a
dissertation expands on some prior research or work of a student, it must go significantly beyond
that research or work and must do so in a manner appropriate to doctoral level research.
It is the responsibility of a student's doctoral dissertation committee to ensure that a dissertation
does not duplicate previous work by the student. In those instances where there appears to be
duplication or where a dissertation or a proposed dissertation does not meet the stated standards
of a doctoral dissertation, the Ph.D. in Education Committee shall determine the acceptability of
the proposed dissertation and the final dissertation. Any GMU faculty member may request such
action, in writing, by the Ph.D. in Education Committee. The Committee will act only after
consultation with the faculty and student involved and after any other inquiry it deems
appropriate.
Guidelines
To begin work on a Ph.D. in Education doctoral dissertation, a student must have presented the
dissertation proposal in an open faculty/student meeting, have received signed approval of the
proposal with any required modifications by all dissertation committee members, and have
received approval of the university's Human Subjects Review Board if the dissertation involves
human subjects. Student work on a dissertation that is not in conformity with this policy cannot
be counted toward completion of dissertation requirements.
For guidelines and procedures for completing the doctoral dissertation, see Dissertation Guide
for the Ph.D. in Education Program.
6
See also Advisors: Doctoral Dissertation Committee, Human Subjects Review, Dissertation
Proposal Seminar, and Dissertation Research, herein.
Dissertation Proposal Seminar (EDUC 998)
Students must successfully complete their comprehensive portfolio assessment (before
registering for or taking EDUC 998, the Dissertation Proposal Seminar.
The purpose of the EDUC 998 Dissertation Proposal Seminar is to assist students in preparing
their dissertation proposals. In this seminar, students generate:
1. A clearly defined problem statement or task;
2. A review of the research literature; and
3. A description of the methods that will be employed to address the research question.
To accomplish these goals, students prepare short reviews and statements, submit them for the
analysis of their peers and provide feedback to fellow students about the quality of their reviews
and statements. Developing the completed dissertation proposal, however, is the responsibility of
the student and the doctoral dissertation committee. Procedures for developing a dissertation may
be found in the Dissertation Guide for the Ph.D. in Education Program.
All students must take at least three credits of EDUC 998. Unless waived by prior approval of a
written request from the student's doctoral dissertation advisor and approved by the Ph.D. in
Education Director, students must enroll in EDUC 998 -- Dissertation Proposal Seminar -- each
semester after completing their comprehensive portfolio assessment until they have an approved
dissertation proposal. Students receive an IP (In Progress) grade in EDUC 998 each semester
until they have met this requirement. They receive an S grade (Satisfactory) in the course at the
conclusion of the semester in which their proposal has been presented and approved by their
dissertation committee.
If a student, along with the professor teaching EDUC 998 and the chair of the student's
dissertation committee, all agree that the student has derived sufficient benefit from the class
meetings of EDUC 998, but is not yet ready for a proposal presentation, the student may register
for one credit of EDUC 998 while working with the dissertation chair on a completed proposal.
Students preparing their proposal must register for EDUC 998 each semester (Fall or Spring)
until the proposal has been successfully defended and may also register for EDUC 998 during
the Summer if their schedule so indicates or if the proposal is to be defended in the Summer. See
also Dissertation.
Dissertation Credit (EDUC 999)
Students working on their dissertation must register for EDUC 999 each semester until all work
has been completed. Students may register for EDUC 999 and begin their dissertation only after
their proposal has been approved by their doctoral dissertation committee following a public
presentation of the proposal pursuant to Ph.D. in Education Program procedures. A minimum of
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nine credits of EDUC 999 are required. Students must be enrolled in EDUC 999 the semester in
which they receive their degrees. See also Dissertation.
Research and Scholarship in Education (EDUC 805)
This required two credit course studies selected topics in education while introducing students to
the faculty of the College of Education and Human Development. Students participate in an
information exchange with other students, faculty members, and other scholars about current
research interests and ideas.
Emerging Issues in Education Specialty (Course # 895)
All Ph.D. in Education students must take an 895 Emerging Issues in Education seminar in their
professional specialization or an authorized substitute that covers significant issues in the area of
study.
Enrollment
GMU Enrollment Rules:
Students must be enrolled in the semester they graduate (in a course or by a special
continuing registration fee).
2. At some point in Ph.D. in Education study students must be enrolled for two consecutive
semesters (for residency).
3. GMU requires continuous registration for at least one credit hour per semester once
students commence work on their dissertation and until graduation.
4. When students fail to enroll for two consecutive semesters (summers are not included)
they are declared inactive. To register for courses after this, students must complete a reenrollment form and be readmitted to the program by the Director of the Ph.D. in
Education Program. The Director is not obligated to readmit students. Re-admission, if
granted, is under the policies of the graduate catalog and Ph.D. in Education Program
requirements in force at the time of the re-admission.
1.
Ph.D. in Education Enrollment Requirements:
1. Students have five years from their initial enrollment in the program to complete all
coursework through the comprehensive portfolio assessment.
2. Students have five years from the date of passing their comprehensive portfolio
assessment to satisfactorily complete their doctoral dissertation and oral defense.
3. Students must enroll in and satisfactorily complete EDUC 800/EDUC 805, EDRS
810/EDUC 805 and EDUC 802 in their first three semesters following their admission to
the program.
4. Students readmitted after an absence of two or more consecutive semesters may be
required to add courses to or otherwise modify their programs of study. In such cases, the
time limit for completing the program through the comprehensive portfolio assessment
may be extended at the discretion of the Ph.D. in Education Committee by a period of
time equal to no more than the time during which the student was not enrolled, but in no
8
case to exceed twelve months. If this extends beyond the GMU time limits, this extension
must receive the approval of the Ph.D. in Education Program Director.
5. Failure to enroll during any single semester no matter how many single semesters are
missed does not extend the time limits for completing degree requirements.
6. Students must be in continuous enrollment for 1 or 3 credits of EDUC 998 (Dissertation
Proposal Seminar) or at least 1 credit of Dissertation Research (EDUC 999) each
semester after successfully completing the comprehensive portfolio assessment until
graduation.
General Culture
General Culture is the name given in the Ph.D. in Education Program to those courses that form
a core of courses required of all students. These courses are:





EDUC 800 Ways of Knowing (3 credits)
A study of methods used by various disciplines to establish knowledge, their assumptions
and basic analytical concepts (required of all 1st semester students).
EDRS 810 Problems and Methods in Educational Research (3 credits)
An introductory course in education research methods. (This research methods class is
required of all 2nd semester students).
EDUC 802 Leadership Seminar (3 credits)
A study of basic principles of leadership and decision-making in changing educational
environments with self-assessment of one's leadership skills and abilities. (Required of all
3rd semester students).
EDUC 805 Research and Scholarship in Education (2 credits)
Students participate in an information exchange with other students, faculty members,
and other scholars about current research interests and ideas.
Students are required to enroll in EDUC 800 (1st semester), EDUC 805 (1st semester) and
EDUC 802 (3rd semester) during their first three semesters in the program. The research
class EDRS 810 is required of 2nd semester students.
Grade Requirements
In addition to meeting all university and College grade requirements, Ph.D. in Education students
must also meet the following requirements:
Ph.D. in Education students must have at least a B average in all courses below the 900
level on their approved programs. Any C grade must be offset by an A grade.
2. No more than three credits of C in a student's Ph.D. in Education Program of study may
be counted toward degree requirements. Students may not accumulate more than a total
of two C grades in their programs of study. Students who do so are dismissed from the
program. All components of the program are important because they are interrelated. All
require serious commitment and study and a level of performance appropriate to doctoral
study. This requirement seeks to ensure such performance.
3. Courses in which students receive less than a C final grade must be repeated and passed
with a C or better to meet program graduation requirements.
1.
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4.
In addition to the policies stated in 1, 2, and 3 above, University policy states a graduate
student is dismissed upon accumulating either an F in two courses, or upon accumulating
nine hours of unsatisfactory grades in graduate level courses.
Any student who receives a grade of F in a core course (EDUC 800 Ways of Knowing or EDUC
802 Leadership Seminar) will be dismissed from the program. Students earning less than a B
grade in either or both of these courses must repeat the course(s) and earn at least a B grade in
each. See also Grading Policies.
Grading Policies
Grades of A, B, C, or F are given in all courses, except as follows:
A grade of IP (In Progress), rather than a grade of IN, (Incomplete) is given in any
research course or internship (including EDUC 890, EDUC 994, EDUC 998, EDUC 999
or any discipline-800 research or research/writing course) where, for legitimate reasons,
the student has not completed the assigned work by the conclusion of the course. IP
grades may be given only for extenuating circumstances beyond the control of the
student. IP grades may not be given in other courses. IP grades must be replaced by final
letter grades in all courses before students take their comprehensive qualifying
examinations or can be recommended for graduation.
2. IN (Incomplete) grades are given in any non-research course which a student does not
complete within the required time limits. These courses must be completed and all letter
grades submitted within nine weeks of the start of the semester immediately following
the semester in which the IN grade was given (summers do not count as semesters). If
students do not complete their work by this time, the IN grade is automatically changed
to an F (failing) grade.
3. A grade of S (Satisfactory/Pass) or NC (Unsatisfactory/Fail) may be given only in EDUC
805, EDUC 998, or EDUC 999.
1.
Any student who receives a grade of F in a core course (EDUC 800 Ways of Knowing or EDUC
802 Leadership Seminar) will be dismissed from the program. See also Grade Requirements.
Graduation Requirements
In order to satisfactorily complete the Ph.D. in Education Program and receive the Ph.D. in
Education, a student must meet all requirements of the College of Education and Human
Development (see catalog) as well as:
Satisfactorily complete all courses listed on the student's approved program of doctoral
study.
2. Have at least a B average on all coursework included in the program of study.
3. Satisfactorily complete a comprehensive portfolio assessment.
4. Satisfactorily complete an accepted dissertation and the oral defense of this dissertation.
1.
The process of graduation is initiated by certification by a student's doctoral advisor of the
student's completion of the dissertation. If all student coursework, examinations and other
10
requirements have been completed, the Ph.D. in Education Director confirms to the College of
Education and Human Development that the student is ready to receive a Ph.D. in Education
degree.
All graduation requirements must have been met by approximately March 31 - (the exact
deadline is set by the College of Education and Human Development each year) - of the year in
which the student expects to graduate, if the degree is to be awarded at the annual May
commencement exercises of that year. For graduation at other times, appropriate College of
Education and Human Development regulations and deadlines must be followed.
Applications for graduation and completed, approved dissertations must be filed by students with
the College of Education and Human Development by the deadline. See the GMU Catalog and
annual calendar for details. See also Enrollment.
Grievance Procedure
Ph.D. in Education students who wish to appeal decisions on applications of doctoral policies
and procedures, grades, or other matters affecting their academic progress, and for which there
are no existing GMU or CEHD appeal procedures, should follow the steps listed below:
1.
2.
3.
4.
5.
The student should discuss the matter with the instructor, advisor, or other faculty
member involved in an effort to reach a mutually agreeable solution.
If a satisfactory solution is not reached, the student should write a letter to the Ph.D. in
Education Committee describing the issue, the nature of the appeal and efforts that have
already been made to resolve the matter, and asking that an appeals committee be formed
to consider the appeal.
The Ph.D. in Education Committee will decide whether consideration should be given to
the appeal. If their decision is affirmative, they will appoint a three-person ad hoc appeals
committee, including two CEHD doctoral faculty members and one doctoral student (at
the post-comprehensive stage of his/her study). This committee will investigate the
matter. Normally, this investigation will include interviews with the student and faculty
involved in the appeal. It is the responsibility of the doctoral student to present relevant
documents and information in support of the appeal.
The appeals committee will present its recommendation to the Ph.D. in Education
Committee within two months of its appointment.
The Ph.D. in Education Committee will make the final determination on the disposition
of the appeal and will inform the student and relevant others of its decision.
Human Subjects Review
All Ph.D. in Education doctoral dissertations which use people as subjects, whether as sources of
information or to try out a new instructional approach or in any other way, must receive
clearance from the GMU Human Subjects Review Board according to university policies and
procedures. Such clearance must be obtained in writing and in advance of beginning work on the
dissertation as proposed. Final faculty approval of a dissertation requiring review board
clearance is contingent on receipt of this approval.
11
It is the responsibility of the student to apply for and receive approval by the Human Subjects
Review Board of a proposed Ph.D. in Education doctoral dissertation. Any dissertation
undertaken without prior written approval from the board will not be deemed to meet GMU or
Ph.D. in Education requirements and will not be authorized or sanctioned by the Ph.D. in
Education Director. Forms for securing Human Subject Review Board approval may be obtained
from the Human Subjects Review Board.
Independent Study
Where the university does not offer a course in a specific subject required by a student's
approved program of study, a student may arrange to undertake such study with a faculty
member of the university. However, the university is not obligated to offer such courses.
Guidelines and procedures for arranging such independent study may be found in Appendix A.
Only independent study courses approved in advance by a student's doctoral advisor and the
Ph.D. in Education Director may be counted toward fulfillment of a student's program of study
requirements.
In undertaking independent study, students have the following responsibilities:
1.
2.
3.
4.
5.
To retrieve the proposal forms go here: http://gse.gmu.edu/programs/phd/forms/.
Students should use this set as a master to duplicate cover pages as needed.
To prepare, in consultation with the potential Independent Study instructor, a proposal for
the Independent Study in accordance with the specified requirements.
To submit one complete copy of the proposal, with required documentation, signatures
and completed cover sheets, to the Ph.D. in Education Director by the appropriate
deadline. Please keep a copy for yourself.
To revise or modify the proposal or develop alternative proposals, resubmitting requested
revisions to the doctoral advising committee chairperson and the Ph.D. in Education
Director until approval is secured.
To register for the course in a timely and proper fashion. A completed individualized
section form is required to register.
Independent study courses not approved in advance by the Ph.D. in Education Director will not
be considered as meeting Ph.D. in Education Program requirements and may not be counted
toward a Ph.D. in Education degree.
Internships
Internships consist of experiential learning at a site at which a specific educational enterprise
relevant to a student's program of study is carried out. All students must take at least three credits
of internship. This internship must be in a setting other than the student's regular work setting.
EDUC 994 is the required internship. Additional internships are taken as EDUC 890 Doctoral
Internship. A three-credit internship requires at least 100 hours of on-site, supervised experience.
Proposals for internships must be approved by a student's major advisor and the Ph.D. in
Education Director at least one month prior to their being started. Students may enroll in
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internships only after they have completed one year of part-time study or one semester of fulltime study in the program.
Students may work cooperatively with other Ph.D. in Education students in an internship, if both
students agree to the arrangement; however, no Ph.D. in Education student may evaluate another
Ph.D. in Education student.
Students have the same responsibilities in establishing internships as they do in securing
approval of independent studies (see above).
For internship guidelines, procedures and the master proposal cover page, please go here:
http://gse.gmu.edu/programs/phd/forms/
Leadership Seminar (EDUC 802)
This required three-credit course provides an intensive study of leadership. Concepts emphasized
include leadership, decision and change processes, and the assessment and development of
leadership skills. This course is required of all 3rd semester students.
Leave of Absence
Under extenuating circumstances a student may petition the Ph.D. in Education Committee to
approve a leave of absence from the program and extend to a given date the deadline for
completing any phases of the program of study. In making such a petition the student must state
precisely the plans for completing the program. A student's doctoral advisor must sign the
petition before it is submitted by the student. The Ph.D. in Education Committee is not obligated
to approve any such petition. Extension of time limits must be approved by the Dean of the
College of Education and Human Development.
See also Enrollment and Continuous Enrollment, as well as the GMU Graduate Catalog:
http://catalog.gmu.edu/content.php?catoid=17&navoid=1315
Secondary Emphasis
All students in the Ph.D. in Education program in the College of Education and Human
Development at George Mason University are required to have a secondary emphasis in addition
to a major or professional specialization area of study in Education (see Professional
Specialization). The purpose of the Ph.D. secondary emphasis requirement is to ensure that each
student has adequate exposure to the concepts and research methods of a specialty or a coherent
interdisciplinary field of study which is relevant to the field of specialization in Education.
Secondary emphasis areas normally consist of 12 semester hours of credit. The secondary
emphasis area of study provides an opportunity for advanced, intensive, and purposeful study in
a particular specialty or a coherent interdisciplinary field of study. Accordingly, the requirements
for the secondary emphasis area require a rigorous inquiry and involvement in scholarly
activities. Through this area of study, students may explore and become familiar with the
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analytical concepts and assumptions that distinguish a particular specialty from other areas of
study. The student may also develop proficiency in the methods by which specialists develop and
test knowledge.
Students generally achieve the goals of the secondary emphasis in one of the following ways:
Secondary Emphasis in a Non-CEHD Department, School or Institute
Students may select a secondary emphasis from any of the GMU departments or schools offering
graduate programs in specific areas of study. The requirements for the secondary emphasis are
set out and monitored by faculty in the administering department. A faculty member in the
designated department serves as the student's secondary concentration area advisor.
Discipline-Based Secondary Emphasis
Secondary concentrations may be selected from any of the academic specializations within the
CEHD. However, the secondary concentration must be in a different program area than the
student's major area of study. The course requirements for these secondary concentrations are
established by program area committees and monitored by individual faculty members.
Generally, the course requirements for discipline-based secondary concentrations include work
both within the CEHD and other GMU schools, departments, and institutes. A faculty member in
the designated program area serves as the student's secondary concentration area advisor.
Interdisciplinary Secondary Emphasis
Secondary emphasis can be individually designed across CEHD program areas and other GMU
departments. Such secondary emphasis should include a coherent rationale for the choice of
specific coursework which meets the student's professional goals. The requirements for the
secondary emphasis must have the approval of a CEHD faculty member who serves as the
student's secondary emphasis area advisor.
Master's Degree as a Designated Secondary Emphasis
Students who have earned a master's degree in a discipline other than the major area of program
specialization may request using the master's degree in lieu of nine hours of the CEHD
secondary emphasis area requirement. The master's degree must have been awarded within the
last six years prior to admission to the doctoral program. Approval of such waivers and any
additional requirements will be determined by the Ph.D. in Education Committee. A faculty
member with expertise in the designated area should serve on the student's program advisory
committee.
Oral Examination / Defense
A public, oral examination follows submission of the student's final draft of the dissertation. Two
copies of the final draft of the student's Ph.D. in Education dissertation must be in the Ph.D. in
Education office at least two weeks prior to the scheduled oral examination for university faculty
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and interested students to examine. Notices are sent to CEHD faculty and selected other
individuals announcing the availability of the draft and the date of the examination.
In the oral examination the dissertation committee may discuss and critically evaluate the draft.
Following this examination the student's dissertation committee determines whether the
dissertation under examination is acceptable as submitted or needs further revision or work and
the student is so notified. For details about this examination see Dissertation.
Ph.D. in Education Committee
The Ph.D. in Education Program is administered by a committee of faculty and the Director of
the Ph.D. in Education Program. The Committee consists of four faculty members elected from
the Graduate School of Education (GSE), the Senior Associate Dean of the College of Education
and Human Development, and the Ph.D. in Education Program Director. GSE faculty members
are elected by their colleagues to the committee for two-year terms.
The Ph.D. in Education Committee establishes procedures and policies for conducting the Ph.D.
in Education Program, administers all policies regarding the program, admits and dismisses
students, conducts periodic evaluations of the program, and, where necessary, resolves student
grievances resulting from participating in the program. The Committee also approves new
courses, proposes changes in the Ph.D. in Education Program, and recommends special study for
students it deems in need of such preparation. The Ph.D. in Education Program Director acts in
conjunction with and for the Ph.D. in Education Committee in carrying out its responsibilities.
Ph.D. in Education Office
The Ph.D. in Education Program office is located in West 2200 and is open from 8:30 - 5:00 on
weekdays, year round. The telephone number is (703) 993-2011.
Professional Specialization
A professional specialization is a field of professional education which students choose as their
major area of study. Such fields include, but are not limited to:
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Counseling and Development
Early Childhood Education
Education Leadership
Education Policy
Educational Psychology
Higher Education
International Education
Learning Technologies Design Research
Literacy
Mathematics Education Leadership
Multilingual/Multicultural Education
Research Methodology
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Science Education Leadership
Special Education
Teaching and Teacher Education
Self-defined specializations are permitted, if university resources exist to support them.
Generally, students take seven courses in their specialization as part of their individual programs
of study. Occasionally a student will specialize in two fields, but such programs involve
considerably more than the minimum number of credits required for completion of the degree.
Program Evaluation
The Ph.D. in Education Program undergoes continuous formative evaluation. Students are
encouraged to communicate ideas for program improvements to members of the Ph.D. in
Education Committee and to the Ph.D. in Education Director as they see fit. In addition, periodic
formal and informal evaluations of the program are conducted by the Ph.D. in Education
Committee. Feedback from all evaluations provides information used as the basis for changing
various aspects of the program.
Program of Study
Each student prepares an individual program of study upon completing two semesters in the
Ph.D. in Education Program. This program of study constitutes a contract to complete specified
instructional experiences.
Preparation
Students prepare their tentative programs of study during their first year in the program, with the
aid and advice of their doctoral program advisory committee. Students meet with their advisors
informally during this year to discuss and prepare their proposed programs. Completed program
proposals signed by the students' advisors (one copy) must be submitted for approval to the
Ph.D. in Education Program Director by the student's third semester of study in the program.
Rationale
The program rationale section of the Program of Study form is a very important part of the
program plan. It is an argument for the proposed program. It normally consists of a claim (goal
statement and assertion that the courses specified will help one accomplish that goal);
explanation; evidence and reasons supporting the claim; and evidence and reasons negating any
alternative claims. In terms of a student's program, a rationale must explicitly justify (with
evidence, etc.) the professional education courses by telling why they are being taken and how
they will help achieve the student's goal(s).
The rationale must communicate to the Dean of the College of Education and Human
Development as well as to professional educators the student's goal and how and why the
proposed program will enable the student to achieve that goal. This requires clarity and detail as
well as some length. A few lines or some general statements are insufficient for this purpose. The
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student's rationale must speak clearly and convincingly to faculty members who do not know the
student. The goal and rationale must be clearly stated, must be coherent, and must demonstrate
movement toward leadership in education.
There should be a demonstrated congruence between a rationale and the courses listed on a
program. For instance, where a student indicates a desire to be a program evaluator, courses
selected should clearly enable him/her to accomplish this goal. Where the College of Education
and Human Development offers a course relevant to a goal, it should appear on the student's
program unless stated or special reasons make it unnecessary. In the latter case, the rationale or
an attached note should justify why the course is not included.
Approval
The Ph.D. in Education Program Director reviews all proposed student programs of study. If
approved, programs are recommended for final approval to the Dean of the College of Education
and Human Development. Once a program has been reviewed and approved by the Dean it
serves as a contract between the student and the university. Although the university is not
obligated to offer the courses included in the program, a reasonable effort is made to do so or to
offer substitute courses or arrange for appropriate independent studies.
Modification
By prior mutual agreement of a student and the advising committee, additions, deletions and
modifications may be requested in an existing program of study. To initiate this process, the
student submits a written request, with supporting rationale and appropriate documentation (if
any is needed), to the advisor who, after consulting with other members of the advising
committee, endorses or rejects the request. Written endorsed requests are forwarded by the
advisor to the Ph.D. in Education Program Director who must act to approve the change before it
can become final. No changes may be made in a student's program without prior written
approval of the Ph.D. in Education Program Director.
Completion
A program of study is deemed completed when the Office of Student Records has recorded a
final letter grade for all courses listed in the program of study. Please go to this website for the
Program of Study form: http://gse.gmu.edu/programs/phd/forms/
Program of Study Approval Procedures
1. Faculty members are invited to serve as members of a student's Doctoral Advising
Committee by individual doctoral students.
2. The Doctoral Advisory Committee assists the student in preparing a program of
study.
3. Following approval by the Ph.D. in Education Program Director, the student's
program of study is submitted to the Dean of the College of Education and Human
Development for final approval.
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Re-Admission
See Enrollment.
Registration
Students register for courses each semester as prescribed by university procedures. Only courses
included in the student’s approved program of study count toward program requirements.
However, students may register for and take any University courses they desire to take insofar as
these courses are open to them.
Registration for independent studies, internships, and doctoral research (EDUC 998, EDUC 999)
require completion of individualized section forms available from the Ph.D. in Education office.
Required Courses
The following courses are required of all Ph.D. in Education students:
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EDUC 802
EDUC 800
EDUC 805
EDRS 810
EDRS 811
EDRS 812
EDRS 8XX
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_____ 895
EDUC 994
EDUC 998
EDUC 999
Leadership Seminar (3 credits)
Ways of Knowing (3 credits)
Research and Scholarship in Education (2 credits)
Problems and Methods of Educational Research (3 credits)
Quantitative Methods of Educational Research (3 credits)
Qualitative Methods of Educational Research (3 credits)
Advanced Methods: 820, 821, 822, 823, 825, and on occasion
797 Special Topics (if approved as an advanced methods course)
Emerging Issues (or equivalent) in your specialty (3 credits)
Advanced Internship in Education (3 credits)
Dissertation Proposal Seminar (3 credits)
Dissertation Research (9 credits)
All students must:
1. Satisfactorily complete 21 credit hours in a field of specialization ( ____ 895 and
EDUC 994 are included within these 21 hours)
2. Satisfactorily complete 12 credit hours in a secondary concentration area of study
See also Competencies, Credits, and Enrollment.
NOTE: Students may be required to take undergraduate courses or graduate courses as
prerequisites for courses included on their programs of study or to complete other preparation in
areas where they are judged by their advisors to be deficient; such required courses at any level
are not counted as part of a student's Ph.D. in Education Program of study.
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Requirements
Program requirements fall into three areas -- courses and credits to be taken, enrollment, and
grades. For details, see:
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Credits
Enrollment
Grade Requirements
Grading Policies
Graduation Requirements
Required Courses
Research Methods Courses
EDRS 810 Problems and Methods in Educational Research (3 credits)
Before enrolling in EDRS 810, students must have completed EDRS 590 or comparable
introductory graduate level course in educational research. Most students will have had such a
course as part of their Master’s degree program of study. All Ph.D. in Education students must
satisfactorily complete EDRS 810 Problems and Methods in Educational Research to complete
the Ph.D. in Education Program. Students may offer a similar research course taken elsewhere
within the past five years in lieu of this course with the prior approval of her/his Doctoral
Advising Committee and the Ph.D. in Education Program Director.
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This course is part of the Ph.D. cohort class sequence, and must be taken by all 2nd
semester students.
This course is a prerequisite to EDRS 811 and EDRS 812.
EDRS 811 and 812 (3 credits each)
All Ph.D. in Education students must satisfactorily complete EDRS 811 Quantitative
Research Methods and 812 Qualitative Research Methods or their equivalents as agreed
upon by their Doctoral Advising Committees and the Ph.D. in Education Committee.
EDRS 820, 821, 822, or 823 (3 credits)
Students must complete an Advanced Research Methods course in the methodological area of
their anticipated dissertation research. For example, students anticipating using quantitative
methods would take EDRS 821: Advanced Applications of Quantitative Research. The
Advanced Research Methods course is the only course that may be taken after the
Comprehensive Portfolio Assessment and concurrently with EDUC 998.
Residency
Full time attention to doctoral study allows an opportunity for intense and in-depth immersion in
intellectual study in a collegial atmosphere with development of consequent skills and insights.
In many instances such goals are achieved by at least one year of full-time study and residency at
the university. Ph.D. in Education students are strongly encouraged to enroll for at least one
academic year of full-time study to achieve the benefits of residency.
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In the Ph.D. in Education Program, residency may be achieved through continuous enrollment
and through participation in a number of required courses and experiences open only to Ph.D. in
Education students and conducted on a regular, recurring basis. These courses include core
courses (EDUC 802 Leadership Seminar, EDUC 805 Research and Scholarship in Education,
and EDUC 800 Ways of Knowing) as well as EDUC 998 and three doctoral research courses
(EDRS 810, EDRS 811, and EDRS 812). Through these courses, employed and experienced
professionals develop and exercise a commitment to and immersion in doctoral level study.
Student Mentors
Each student is assigned a student mentor during their first semester of study in the program.
These mentors are Ph.D. in Education students already established in the program with similar
educational interests as the students to whom they are assigned. Mentors make themselves
available for informal dialogue and guidance regarding the program.
Time Limits
Students have five years from their first enrollment in the Ph.D. in Education Program to
complete all pre-comprehensive portfolio assessments coursework (all coursework at the 800
level and lower) in their approved programs of study. Upon successful completion of the third
and comprehensive portfolio presentation, students have five additional years to complete their
dissertation requirements.
Transfer of Credit
Students may apply (but not transfer) credit for up to 12 semester hours of coursework beyond a
Master's degree to Ph.D. in Education Program requirements. Such coursework must be
appropriately documented, have been from an accredited institution of higher education, and
taken within the six years preceding enrollment in the Ph.D. in Education Program. It must also
be clearly related to the student's program goals as determined by the student's doctoral advising
committee.
Credits applied to a student's program are subtracted from student program requirements and not
shown on GMU doctoral program transcripts.
No more than 12 credits of coursework taken at other institutions prior to entering the Ph.D. in
Education Program and while in the Ph.D. in Education Program may count toward Ph.D. in
Education Program requirements. See also Credits.
Ways of Knowing (EDUC 800)
This three credit course is required of all Ph.D. in Education students during their 1st semester in
the Ph.D. in Education Program. The purpose of this course is to explore how different
disciplines establish knowledge in order to develop an understanding of the nature of knowledge
and how it is made. This course seeks to broaden one's perspective in a way that enables an
appreciation of how one's perceptions of reality is conditioned and reflected by the ways that
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knowledge is made. It is also intended to equip students with additional perspectives through
which to view their professional worlds.
Withdrawal from Courses
Students may withdraw from courses which they are currently taking but only under extreme
circumstances and only by following GMU regulations and procedures. Withdrawal from the
Ph.D. in Education Program does not constitute withdrawal from any courses in which they may
be enrolled at the time of withdrawal. Separate action is required to withdraw from courses.
Withdrawal from Program
Students may withdraw from the Ph.D. in Education Program at any time by following the
withdrawal procedures specified by the College of Education and Human Development.
Notification of withdrawal should be made by the student in writing to the Dean of the College
of Education and Human Development and to the Ph.D. in Education Director no later than two
weeks before the date of intended withdrawal. All university exit procedures should be
completed as required. See also: http://catalog.gmu.edu/content.php?catoid=17&navoid=1315
Nov 30, 2011
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