2015-16
Human Development
Student Handbook
Human Development Program Handbook
Table of Contents
Page 1 of 1
Introduction
Additional Sources of Information
Mission
Description of Programs
Programs of Study
Program of Study Worksheet
Faculty/Staff Directory
Department Policies
Current Contact Information
Warner School Student Orientations
Diversity Policy
Advisors
Evaluation, Retention and Dismissal Procedures
Complaints, Grievances, Petitions
Classroom Etiquette
Professional Development Opportunities
Master’s Thesis or Capstone Project
Job Placement and Credentials File
Letters of Recommendation and Endorsements
Doctoral Human Development Policies
Progress Reports
Portfolio Examination
Comprehensive Examination
Research Apprenticeship Requirement (Ph.D.)
Residency Requirement (Ph.D.)
Accelerated Ed.D. Research
Doctoral Dissertation and Dissertation Research
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Human Development Program Handbook
Human Development Mission
Page 1 of 2
HUMAN DEVELOPMENT PROGRAM MISSION
The mission of the Program in Human Development at the Warner School of
Education and Human Development is two-fold:
To contribute to theory, research, practice and policy concerning human
development and the forces that shape growth over the life course; and
To prepare professionals who will work, teach and conduct research, from
an interdisciplinary perspective, hence contributing to healthy human
development and humane, growth-producing systems.
The program is distinctive in four ways:
• It focuses on processes of growth and change, as opposed to static
conceptions of the individual.
• Human development is studied from early childhood through old age.
• Human development is studied from philosophical, historical, cultural,
sociological, psychological and biological perspectives, with emphasis on
integration across these disciplines.
• The program focuses on the linkage between development processes
and the contexts in which they occur. While the primary emphasis is on
educational contexts; sociohistorical, cultural, and familial contexts will
also be considered. Relations between contexts and development are
viewed as interactive, mutually influential, and transformational. There is a
strong emphasis on research methodology appropriate for the study of
development and change in real-world contexts.
From this perspective, we provide the following graduate programs:
1. Masters in Human Development. These are 30-credit programs and may
be taken with the following concentrations:
• M.S. in Human Development – (general track, with the opportunity for
completion of a certificate in Program Evaluation) M.S. in Human
Development – (with specialization in Research)
• M.S. in Human Development – (with specialization in Early Childhood)
• M.S. in Human Development – (with specialization in Developmental
Differences with the opportunity for completion, with an additional 6
credits of coursework, of the Behavior Analysis Certification Board
requirements for certification as an Associate Behavior Analyst.)
• M.S. in Human Development – (with specialization in Family Studies)
• M.S. in Human Development – (with specialization in Gerontology)
• M.S. in Human Development – 3 + 2 program
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Human Development Program Handbook
Human Development Mission
Page 2 of 2
2. Doctor of Education in Counseling and Human Development (with
specialization in Human Development) (also available in an accelerated
option)
This is a 90-credit program, including research courses; program core
courses emphasizing psychological, sociological, historical, philosophical,
and educational perspectives on human development; electives; a
practicum in human development, and dissertation research. Up to 36
hours of approved Master’s level courses may be transferred into the
program. Graduates become leaders, teachers and researchers in
human development and related fields.
The Accelerated Ed.D. option is available, permitting degree completion
in 3 years if the student commits to: a) 6 credits of coursework each
semester (including summers) and b) completing a dissertation project
specifically designed for accelerated students.
3. Doctor of Philosophy in Education (with specialization in Human
Development in Educational Contexts)
This is a 90-credit program, including research courses; program core
courses emphasizing psychological, sociological, historical, philosophical
and educational perspectives on human development; a research
apprenticeship, electives, and dissertation research. Up to 30 hours of
approved Master’s level courses may be transferred into the program.
Graduates become university teachers and researchers in human
development and related fields.
Students represent a regional, national and international base, with the Master’s
programs consisting mostly but not exclusively of students from the region and
our doctoral programs representing a cross-section of regional, national and
international students. Consistent with our mission, we serve both a part-time
and full-time student body.
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Counseling and Human Development
Department Handbook
Programs of Study
Page 1 of 2
Programs of Study for the Counseling and Human
Development Department
Program of Study for CA1 Certificate of Advance Study (School Counseling)
Program of Study for CA2 Certificate of Advance Study (Community Counseling)
Program of Study for CA3 Ed.D. in Counseling
Program of Study for CA4 Ph.D. in Counseling and Counselor Education
Program of Study for CA5 Ed.D. in Mental Health Counseling and Supervision
Program of Study for CA9 Ed.D. in Counseling (Accelerated)
Program of Study for CM1 M.S. in Community Mental Health Counseling
Program of Study for CS1
M.S. in School Counseling
Program of Study for CS2
M.S. in School Counseling (3+2 program for U of R
undergraduates)
Program of Study for CS3
M.S. in School and Community Counseling
Program of Study for CS4
M.S. in School Counseling and Diversity
Program of Study for CS5
M.S. in School Counseling and Disability
Program of Study for CS6
M.S. in School Counseling and Leadership
Program of Study for HA1 Program and Specialization in Applied Behavior Analysis
Program of Study for HA2 M.S. in Human Development (Developmental Differences
and BCBA Certification)
Program of Study for HA3 M.S. in Human Development (Developmental Differences
and BCBA Courses)
Program of Study for HD0 Ed.D. in Human Development (Accelerated)
Program of Study for HD1 M.S. in Human Development (General)
Program of Study for HD2 M.S. in Human Development (3+2 program for U of R
undergraduates)
Program of Study for HD3 Ed.D. in Human Development
Program of Study for HD4 Ph.D. in Human Development
Program of Study for HD5 M.S. in Human Development (Early Childhood)
Program of Study for HD6 M.S. in Human Development (Developmental Differences)
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Counseling and Human Development
Department Handbook
Programs of Study
Page 2 of 2
Program of Study for HD7 M.S. in Human Development (Family Studies)
Program of Study for HD8 M.S. in Human Development (Gerontology)
Program of Study for HD9 M.S. in Human Development (Research)
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Counseling and Human Development
Department Handbook
POS Worksheet
Page 1 of 1
Program of Study - Student Worksheet 1
Name:
Program:
Matriculation Term & Year:
Fall
Spring
Summer
Fall
Spring
Summer
Fall
Spring
Summer
Fall
Spring
Summer
Fall
Spring
Summer
1
This is an optional form to use in drafting a program of study that will be discussed and finalized
with your advisor.
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Counseling and Human Development
Department Handbook
Faculty/Staff Directory
Page 1 of 2
FACULTY/STAFF DIRECTORY
Counseling and Human Development Faculty
Name
Phone
Email
Office
276-6138
kdouthit@warner.
rochester.edu
486
275-7833
ddonnelly@warner.
rochester.edu
482
276-4894
joyce.duckles@warner.
rochester.edu
489
Ph.D., University
of Rochester
Guiffrida, Doug (C)
Associate Professor
275-3964
dguiffrida@warner.
rochester.edu
490
Linnenberg, Daniel (C)
Assistant Professor
Program Advisor,
Community Mental Health
Ph.D., LMHC,
Syracuse
University
276-4782
dlinnenberg@warner.
rochester.edu
491
Ed.D., LMHC,
University of
Rochester
Lynch, Martin (C)
Associate Professor
273-3408
mlynch@warner.
rochester.edu
483
Mackie, Karen (C)
Assistant Professor
275-9557
kmackie@warner.
rochester.edu
496
Marquis, Andre (C)
Associate Professor
275-5582
amarquis@warner.
rochester.edu
494
Meghan_Mcgee@URMC.Roc
hester.edu
482
275-5163
brubenstein@warner.
rochester.edu
493
273-2952
ssorensen@warner.rochester.e
du
488
273-3341
dswanson@warner.
rochester.edu
492
Douthit, Kathryn (C)
Associate Professor,
Dept. Chair
Donnelly, David (HD)
Assistant Professor
Program Advisor, ABA
Duckles, Joyce (HD)
Assistant Professor
Program Advisor, Human
Development
McGee, Meghan
Rubenstein, Bonnie (C)
Associate Professor
Program Advisor, School
Counseling
Sorensen, Silvia
Associate Professor
Swanson, Dena (C & HD)
Associate Professor
Credentials
Ph.D., LMHC,
University of
Rochester
Ph.D., BCBA,
University of
Rochester
Ph. D., LCP,
University of
Rochester
Ph.D., LMHC,
University of
Rochester
Ph.D., LMHC,
University of
North Texas
Board Certified
Behavior Analyst
Ed.D., University
of Rochester
Ph.D. ,
Pennsylvania
State
Ph.D., Emory
University
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Counseling and Human Development
Department Handbook
Faculty/Staff Directory
Page 2 of 2
Counseling and Human Development Senior and Emeriti Faculty
Jefferson, Frederick
fcjefferson@warner.rochester.edu
Ed.D., University of
Massachusetts
Kirschenbaum, Howard
hkirschenbaum@warner.rochester.edu
Ed.D., Temple University
French, Lucia (HD)
Earl B. Taylor Professor
lucia.french@warner.
rochester.edu
Ph.D., University of Illinois
Counseling and Human Development Adjunct Faculty
Agor, Jennifer (C)
Casamento, Nicole (C)
Christensen, Tom (C)
Jennifer_FarahAgor@urmc.rochester.edu
Nicole.Casamento@warner.rochester.
edu
tchristensen@warner.
rochester.edu
Coffey, Kevin (C)
Kevin_Coffey@URMC.Rochester.edu
Flack, Amy (C)
aandjflack@gmail.com
Gallegos Greenwich, Joel
(HD)
joelgreenwich@yahoo.com
Hazel, Cameka (C)
Cameka22@gamil.com
Hudson, Deborah (C)
dhudson2@u.rochester.edu
Lampo, Denise (C)
dlampo@rochester.rr.com
Lin, Yi-Ying (C)
ylin@u.rochester.edu
Lustice, Hennessey (C)
Hennessey.Lustica@warner.rochester.e
du
McAdam, David (HD)
David_McAdam@URMC.Rochester.edu
Mruzek, Daniel (HD)
Daniel_Mruzek@URMC.Rochester.edu
Napolitano, Deborah (HD)
Deborah_Napolitano@URMC.Rocheste
r.edu
Smith, Atiya (HD)
atiyarsmith@gmail.com
Yimaz, Sule (HD)
Sule.Yimaz@warner.rochester.edu
LCSW, Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Ph.D. Candidate, University
of Rochester
Ed.D., University of
Rochester
Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
LCSW, Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Ph.D., BCBA, University of
Kansas
Ph.D., BCBA, Ohio State
University
Ph.D., BCBA, University of
Kansas
Doctoral program,
University of Rochester
Doctoral program,
University of Rochester
Administrative Support Office
Cellini, Wendy
wcellini@warner.rochester.edu
275-9959
Administrative
Assistant
Reda, Bonnie
breda@warner.rochester.edu
273-1764
Secretary
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Counseling and Human Development
Department Handbook
Department Policies
Page 1 of 5
Counseling and Human Development Department Policies
CURRENT CONTACT INFORMATION
Your advisor, the Counseling Program and the Warner School periodically may need to
contact students for a variety of reasons. If you change your address, phone number or
email, please give the new contact information to the Warner School Registrar at
registrar@warner.rochester.edu or 585-273-3383. Thank you.
WARNER SCHOOL STUDENT ORIENTATION
All first year Warner School students are required to attend the Warner School student
orientations held throughout the year. This orientation is a valuable experience
because you will be able to meet fellow students and faculty members. If you cannot
attend a scheduled orientation, you should ask Brenda Grosswirth in the Warner School
Student Services Office for any handouts distributed, and you should talk with another
student who did attend to find out what you missed.
In addition to the Warner School orientation, all new Counseling and Human
Development students are required to attend the Counseling Program orientation that
is held the Thursday or Friday prior to the beginning week of classes (this may be held
the week before or the same week as the fall semester Warner School Student
orientation). The purpose of the Department Orientation is to address the subjects
covered in this handbook in depth. If you cannot attend this orientation, you should
obtain the handouts and disks from the Faculty Services Office.
DIVERSITY POLICY
The program understands the importance of addressing the needs of an increasingly
diverse society. Toward that end the program strives to attract and increase the
educational opportunities of diverse student populations and to create an atmosphere
where the values and concerns of diverse populations receive attention and respect.
Issues of diversity are integrated throughout program-specific courses and developed
more fully through special topics courses.
If any student would benefit from accommodations in accordance with the Americans
with Disabilities Act please contact your instructor or Student Services, 273-2927.
Information on specific accommodations may be found at www.rochester.edu/ada.
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Counseling and Human Development
Department Handbook
Department Policies
Page 2 of 5
PROGRAM ADVISORS
Each student accepted into the Counseling and Human Development Department is
assigned an advisor. Upon being notified of your advisor, it is important for you to
arrange a meeting with this faculty member in order to develop your program of study.
A meeting should be arranged before you register for your first courses to ensure that
you approach your coursework in an optimum sequence.
The role of the program advisor is extremely important for your success in your program.
Advisors assist in developing programs of study, solving problems, monitoring students’
progress and providing other types of help and support when needed. You should
arrange personal meetings with your faculty advisor at regular intervals. Even if you do
not have a particular problem, be sure to get together with your advisor at least once a
year.
EVALUATION, RETENTION AND DISMISSAL PROCEDURES
Ongoing student evaluations occur, in part, through each course taken. Each student
is admitted into the program based on an evaluation of academic, professional and
personal characteristics associated with success in the student’s program. However,
unanticipated issues can emerge or personal crises and difficulties may arise that
interfere with a student’s continued success in the program. For these reasons,
Counseling and Human Development Program faculty continuously monitor students’
progress through their program—informally throughout the year and formally once a
year for all students. It is Warner School policy that any student who receives two “C”
course grades while at the Warner School be dismissed from the program.
The University’s Regulations and University Policies Concerning Graduate Studies (the
“red book”) and the University’s Official Bulletin—Graduate Studies contain additional
information on how dismissal may also result from harassment, academic misconduct,
or violation of other university rules. Both documents are available on the University of
Rochester’s web site: http://www.rochester.edu/gradstudies/
COMPLAINTS, GRIEVANCES, PETITIONS
The program advisor is the first person whom students should normally consult about all
matters pertaining to their academic experience in the Warner School. If students have
further questions or concerns – or simply wish to express their views about various issues
in the Warner School – they should next consult the Counseling and Human
Development Program Chair, Kathryn Douthit, 276-6138. Beyond that, students may
contact the Associate Dean Brian Brent (275-3930).
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Counseling and Human Development
Department Handbook
Department Policies
Page 3 of 5
CLASSROOM ETIQUETTE
The age of technology has brought significant improvements to the classroom, yet it
has also brought some problems that can seriously disrupt the learning environment.
Problems counterproductive to optimal classroom functioning include ringing cell
phones, texting and twittering, checking e-mail, searching the Internet and playing
computer games. Technological distractions along with standard issues of etiquette
(e.g., private discussions with classmates, more than one person talking at a time, lack
of civility towards fellow student, napping and other disruptive behavior) during an
intellectual or sensitive discussion or class lecture can create a toxic environment or
compromise the learning experience of classmates. In light of the importance of
maintaining a healthy, safe and productive learning environment, all students will
adhere to the following guidelines during class time:
1. Cell Phones will either be turned off or put into a silent mode
2. Students who receive emergency or “on call” phone calls will exit the room to
answer them.
3. No texting or twittering during class time.
4. Watch and phone alarms will be turned off.
5. Computers will be used for note taking only (no e-mail, web searches, or other
class projects).
6. Students will be civil to each other and to the faculty at all times (i.e., avoid
talking over others, having private conversations, yelling at others, using
disrespectful and/or using profane language outside of an appropriate context).
7. Students will be prepared to participate in class discussions and activities (fully
immersed in assigned readings) by no later than the second class period.
Information on the assigned books can be found at the University Bookstore
website.
Students will be warned of inappropriate behavior or language and will be subject to
disciplinary action or ultimate dismissal if warranted by their persistent violation of these
policies.
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
There are many professional opportunities available to you at the Warner School, the
University, in the Rochester area, and beyond. These opportunities include workshops
that are designed to help you meet your professional and educational needs, lectures,
workshops, conferences and educational opportunities offered within the Warner
School, the University, and the community that can contribute to your personal and
professional development.
These opportunities include workshops that are designed to help you meet your
professional and educational needs, including a Master’s thesis workshop, an NCE
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Counseling and Human Development
Department Handbook
Department Policies
Page 4 of 5
exam workshop for counseling students, and others that will be announced. Another
valuable opportunity is the Warner School lunch hour colloquia that are given on a
regular basis by professionals in the field of counseling, education and human
development. In addition, the School Counselors’ Conference sponsored by the
Western New York School Counselor Consortium, in which the Warner School is a
partner, is held each year. Likewise the Counseling and Human Development
Department has sponsored a film series that highlights the differing aspects of human
development and family interaction.
Some of these opportunities may be announced in classes and some by notices placed
in your mail folder. Another excellent place for learning about such opportunities is on
the Counseling and Human Development Program bulletin board in the counseling
office wing of LeChase Hall. You are encouraged to check the bulletin board regularly
for information on upcoming conferences, professional workshops and educational
events.
MASTER’S THESIS OR CAPSTONE PROJECT
Candidates for the Master’s degree engage in a culminating project. They may choose
between a Master’s thesis or Master’s capstone project. The Master’s thesis
demonstrates their ability to deal with an intellectual issue in a rigorous and scholarly
fashion and focuses on a critical review of a researchable problem in theory or practice
that is relevant to counseling. It can extend a line of inquiry initiated in a regular course
of study, e.g., an elaboration of a summative paper in a course, or it can be a freshly
designed paper. The Masters project also engages the student in a review of the
literature in a particular topic in counseling or human development, but it culminates in
the student giving a presentation or workshop or developing a learning resource
related to that topic. Students typically complete this requirement during their last
semester of study.
There is a short publication describing the Master’s thesis and projects in counseling that
can be picked up at the Administrative Support Office in 405 LeChase Hall.
Thesis/Capstone project workshops will be held in connection with EDF458 master’s
internship class during the academic year.
JOB PLACEMENT AND CREDENTIALS FILE
The University of Rochester Career Center assists students in their search for professional
positions. As students near graduation, it is a good idea to contact the Career Center
in order to obtain information on recommended procedures to follow in searching for a
job. Students have the option of creating a professional file that includes their
academic record, resume, letters of recommendation, and any other information that
is needed when applying for jobs or further graduate study. By establishing a file, you
are able to keep all the information needed in the application process together and it
is available to be sent to prospective graduate schools, credentialing bodies, and
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Counseling and Human Development
Department Handbook
Department Policies
Page 5 of 5
employers upon your request. The Career Center also has helpful information about
resume writing, interviewing, job searching and other career-related information. The
University of Rochester Career Center is located at 302 Meliora Hall.
LETTERS OF RECOMMENDATION AND ENDORSEMENTS
Students may request letters of recommendation and endorsement from program
faculty for credentialing, doctoral program applications, or employment purposes.
Ethically, graduate faculty may endorse students for employment only in the area(s) for
which they have been trained. Students should not list faculty members as references
on job applications, university applications, or resumes/vitae without first obtaining the
consent of the faculty member.
The more familiar a faculty member is with the students’ academic work, professional
experience, character, and other qualifications, the better reference or
recommendation they can give. Neither the program nor the faculty members are
obliged to serve as references or write letters of recommendation for students, but
when faculty members can do so in a way that can be meaningful and helpful to
students, they are usually happy to do so. Please give faculty members ample notice
when requesting letters of recommendation.
Last updated 8/3/2015
Counseling and Human Development Programs
COMPREHENSIVE EXAMINATION
Guidelines and Forms
The Comprehensive Examination for students in Counseling and Human Development reflects
students’ ability to review and evaluate scholarship relevant to their particular interest area,
and is designed to determine whether students are developmentally prepared to meet the
challenges of dissertation work. Dissertation work comprises the most demanding and labor
intensive component of the doctoral program and marks the time when students are expected
to act in the capacity of independent scholars. As such, the dissertation requires a considerable
level of skill, including: (1) the ability to articulate a plausible dissertation question that is
supported by a thorough review of relevant empirical literature, (2) an understanding of
methodology that enables the student to select a method that is appropriate for their
dissertation study, (3) the analytic skills necessary to critically evaluate existing empirical and
theoretical literature in the field, (4) the ability to analyze their own dissertation data, and (5)
the technical writing ability to present dissertation work to scholars in the field.
The comprehensive examination has two formats, namely, the Three-Question Format and the
Two-Question Format.
ALL Ph.D. STUDENTS ARE REQUIRED TO FOLLOW THE THREE-QUESTION FORMAT
Ed.D. STUDENTS, IN CLOSE CONSULTATION WITH THEIR ADVISOR, MAY OPT FOR EITHER THE
TWO QUESTION FORMAT OR THE THREE QUESTION FORMAT
**INSTRUCTIONS FOR THREE-QUESTION FORMAT**
Procedure for:
1) All Ph.D. Students
2) Ed.D. Students Opting for the Three-Question Format
The three-question format for the comprehensive examination is required of all Ph.D. students
in Counseling and Human Development and is one of two options for EdD students. In light of
its close relationship to the dissertation process, the comprehensive examination is designed to
test students’ readiness in the areas enumerated above. The examination consists of three
papers, approximately 25 pages in length, with each paper addressing a unique dimension of
the student’s interest area. In general terms, the three papers are divided as follows: (1) an
examination of theories relevant to the student’s identified interest, (2) a critical review of
relevant empirical research literature that emphasizes primary sources, and (3) in consultation
with your advisor, either a) a critical assessment of methods and procedures that have been
used to study work within the student’s area of interest or b) an in-depth consideration of a
particular method that the student is considering for use in their dissertation. Occasionally,
because of the particular nature of an individual’s research interest, the student’s
comprehensive examination committee will modify the three questions to structure the exam
in a way that more adequately addresses the student’s topical needs. Given the breadth of
information to which students are exposed in their classes, this exam is often their first
targeted opportunity to provide a critical analysis of theoretical, empirical, and methodological
issues specific to their interest area. These papers also provide students with the background
they need to prepare their dissertation proposals. They are not, however, dissertation
chapters.
The procedure for the comprehensive examination Three-Question Format is as follows.
(See the table below for a detailing of the dates referenced in this description):
1) The comprehensive examination will consist of three questions, with each question
being allotted a maximum of 6 weeks to complete.
2) Students, in consultation with their advisor, will choose their start date from options
#1 and #2 indicated in the first column of the table below.
3) Before the start date, students, in consultation with their advisor, and based on
feedback from the comprehensive examination committee, will articulate the three
questions that will comprise the examination. The questions should provide the
student with a broad understanding of the issues related to his or her primary research
question. They should also be clearly stated and appropriate within the field(s) to be
investigated.
4) The examination then officially starts on the date that the student has chosen
5) The student then has 6 weeks to complete the exam question as indicated by the due
date listed in the table. He or she will then receive feedback within a time frame of two
to three weeks (see table for exact dates).
6) If the student receives a passing grade on an exam question, they will then proceed to
the next start option date in the table to begin the next question. For example, if a
student started the exam on September 15th, completed exam one on October 27th,
and received a passing grade when their evaluation was complete on November 10th
they would then proceed to exam question #2, which would officially begin on
November 11th and would need to be completed by December 23. The evaluation for
this second question would be completed by January 14th. The third question would
then follow the same pattern (assuming that it was passed on the first attempt) with
the start date on January 15th, the due date on February 26th, and evaluation feedback
on March 12th. The student, at this point, would have officially passed their
comprehensive exams.
7) If the student does not pass a question, rather than going on to the next question in
their sequence, he or she would take the next six weeks to re-write the exam (see the
6-week revision period in the table below). For example, if the student begins on
September 15th, submits the exam by October 27th, and is informed on November 10th
that they will need to revise the exam paper, the student will have the period from
November 11th to December 23rd to complete the revision and will be informed of its
outcome by January 14th. If, after the evaluation period, the re-write is considered to
be a “Pass”, the student will then proceed to the next start date available. In our
example, with the revision evaluation outcome being received on January 14th, the
student would then proceed to the second question beginning on January 15th. This
pattern would be repeated for all of the questions where a re-write is required. (See
below for consequences of failing a re-write).
Table 1: Comprehensive Examination Three-Question Format Schedule
Start
Options
#1
Sept. 15
#2
January 15
6-Week
Revision
Period
November 10 November 11December 23
December 23 January 14
January 15February 26
February 26 March 12
March 13April 24
April 24
May 8
May 8June 19
Revision
Evaluation
Complete
June 20
September 10
Exam
6-Week
Question
Due Date
Start Date
September 15 October 27
November 11
January 15
March 13
May 9
Evaluation
Complete
July 5
July 6August 20
January 14
March 12
May 8
July 10
**Below you will find a detailed example of how to read this table.**
Example:
Assume that Suzie Smith, in consultation with her advisor, decides to begin her
comprehensive examination process on September 15th. Suzie then has 6 weeks to complete
question #1, bringing her to October 27th, which is her completion deadline. By November
10th, Suzie will receive feedback on her question #1. If Suzie has passed question #1, she will
then proceed to her second exam question beginning November 11th. Suzie would then have
until December 23rd to complete question #2, for which she will receive feedback by January
14th. If she passes question #2, Suzie can then proceed to question #3, beginning January
15th. Suzie has until February 26th to complete question #3 and will receive feedback by
March 12th. If she passes question #3, she will have completed the entire comprehensive
examination process.
Let’s assume in the example above that on November 10th Suzie is asked to re-write her
question #1. She then has the period from November 11th to December 23rd. to complete
that revision. Suzie will receive feedback on her revision by January 14th, and if she has
passed the revision, she will then proceed to question #2 beginning January 15th. Assuming
that Suzie passes the next two examination questions on the first try, she would complete
her comprehensive examination process no later than May 8th. If instead Suzie is asked to rewrite question #2 in addition to rewriting question #1, writing for question #2 would begin on
January 15th with a revision starting on March 13th, and evalution being received on May 8th.
Suzie would then proceed to question #3, which would begin on May 9th. If Suzie passes
question #3 on the first try, she will know her outcome by July 5th. If she has passed question
#3, she has completed the comprehensive exam process. If she is asked to revise question
three, she would have until August 20th to do so, and would receive the evaluation of the
question on September 10th. If Suzie passes question #3 on September 10th, she will have
successfully completed the comprehensive examination.
Instructions for Two-Question Format
Procedure for EdD Students Opting for the Two-Question Format
Counseling and Human Development Ed.D. students, in either the traditional or accelerated
track, may, after close consultation with their advisor, opt for this two-question comprehensive
examination format. In this option, students must demonstrate competency in two areas of
inquiry, one of which emphasizes their role as reflective practitioners. The examination
consists of two papers, approximately 30-40 pages in length, with each paper addressing a
unique set of dimensions related to the student’s interest area. In general terms, the two
papers are divided as follows:
Paper #1
This paper introduces a general area of inquiry that will become the focus of the student’s
dissertation. The introduction to the area of inquiry will include a critical literature review
articulating the depth and breadth of existing research investigating issues central to the
student’s identified area of inquiry, and the major theoretical considerations raised by the area
of inquiry that will be the focus of the dissertation.
Paper #2:
This paper consists of an elaboration of the student’s specific dissertation research question, an
explanation of the relevance of the area of inquiry to improving practice, a presentation of
evidence that supports the students claims of relevance to practice, a comprehensive scholarly
description of a methodology to address this area of inquiry, and a rationale for the use of the
student’s chosen methodology.
The procedure for the two-question format comprehensive examination as follows:
(See the table below for a detailing of the dates referenced in this description)
1) The comprehensive examination will consist of two questions, with each question
being allotted a maximum of 8 weeks to complete.
2) Students, in consultation with their advisor, will choose their start date from one of the
two options indicated in the table below.
3) Before the start date, students, again in consultation with their advisor and based on
feedback from the comprehensive examination committee, will articulate the two
questions that will comprise the examination. The questions should provide the
student with a broad understanding of the issues related to his or her primary research
question. They should also be clearly stated and appropriate within the field(s) to be
investigated.
4) Once the student completes an exam question, he or she will then receive feedback
within a time frame of two to three weeks (see table for exact dates).
5) If the student receives a passing grade on an exam question, they will then proceed to
the next exam question start date in the table (column 2) to begin the next question.
6) If the student does not pass a question, rather than going on to the next question in
their sequence, he or she would take the next six weeks to re-write the exam (see the
6-week revision period in the table below). If, after the evaluation period, the re-write
is considered to be a “Pass”, the student will then proceed to the next start date
available if they have just successfully completed the first question. If they have just
successfully completed the second question, they would have officially passed the
comprehensive examination. This pattern would be repeated for all of the questions
where a re-write is required. (See below for consequences of failing a re-write).
Table 2: Comprehensive Examination Two-Question Format
Start
Options
#1
Sept. 15
#2
January 21
Exam
Question
Start Date
September 15
8-Week Due
Date
Evaluation
Complete
November 10
November 24
November 25
January 20
February 3
January 21
March 17
March 31
April 1
May 27
June 10
May 28
July 23
August 6
6-Week
Revision
Period
November 25 January 6
February 4 –
March 18
April 1 –
May 13
June 11 –
July 23
August 7 September 18
Revision
Evaluation
Complete
January 20
April 1
May 27
August 6
October 2
Example:
Ed.D. student Sam Smith is trying to decide whether to begin his comprehensive exams on
September 15th or January 21st. Assume that Sam, in consultation with his advisor, decides to
begin his comprehensive examination process on September 15th. Sam then has 8 weeks to
complete question #1, bringing him to November 10th, which would be his completion
deadline. By November 24th, Sam will receive feedback on his question #1. If Sam has passed
question #1, he will then proceed to his second exam question (and jump to the next line in
the above table) beginning November 25th. Sam would then have until January 20th to
complete question #2, for which he will receive feedback by February 3rd. If he passes
question #2, he will have completed the entire comprehensive examination process.
Let’s assume in the example above that on November 24th Sam is asked to re-write his
question #1. He then has the period from November 25th to January 6th to complete that
revision. Sam will receive feedback on his revision by January 20th, and if he has passed the
revision, he will then proceed to question #2 beginning January 21st and will have until March
17th to complete question #2. Assuming that Sam passes the second examination question on
the first try, he would complete his comprehensive examination process when he receives his
feedback on March 31st. If instead Sam is asked to re-write question #2, writing for question
#2 would begin on April 1st and would be due on May 13th. Evaluation would then be
received on May 27th. If Sam passes the second question on May 27th, he will have
successfully completed his comprehensive examination.
Evaluation of Comprehensive Examination Questions
1) For Students in Human Development, two committee members are responsible for
evaluating each paper, which is assigned a grade of “Pass” or “Fail”. For Students in Counseling,
a committee member is responsible for evaluating one of the three papers, and will assign a
grade of “Pass” or “Fail”. Detailed criteria for evaluating the papers are provided on the last
two pages of this document. Under conditions of a Failed exam, students are allowed one
resubmission. The following are general reasons for a failing grade:
a. Further elaboration on a specific issue or area is necessary to represent breadth
of knowledge
b. The student failed to demonstrate an ability to critically evaluate existing
literature or demonstrates an interpretive misunderstanding of the literature
c. The student demonstrates a basic misunderstanding of theoretical constructs
d. The student failed to appropriately and correctly implement APA formatting
e. The technical quality of writing is unsatisfactory and compromises the scholarly
presentation of the response
8) Once committee members have completed their review, they will send their feedback
to the comprehensive exam committee chair who will share and review this feedback
with the student.
9) If the student receives a failing grade on any of the examination questions, the student
has the one time option of submitting a revised examination to the committee
member(s). The revision periods are specified in the table above. All failed examination
questions must be completed within the revision period. Students must pass the exam
within these boundaries to be retained in the program.
More specifically, the following rules apply if a student receives a failing grade on a revision:
•
A student is dismissed from the program if one resubmitted paper is failed. The student
can petition faculty for admission that could result in: a) reinstatement with
remediation criteria or b) supporting the student's dismissal.
•
A student is dismissed from the program if a second resubmitted paper is failed. While a
student can petition for readmission, concerns raised by failing the resubmission of a
second comprehensive exam will make reinstatement unlikely. If reinstatement is
granted, there will likely be remediation criteria.
•
A student who is readmitted after failing a second resubmission, and subsequently fails
a third resubmission, will be dismissed from the program. In the case of a third
resubmission failure, the Counseling and Human Development faculty will not entertain
a petition for reinstatement.
General Criteria for Evaluation of Comprehensive Exams
Overview of Comprehensive Exams
Each paper is approximately 25 double-spaced pages, excluding references, and follows APA
Publication guidelines. Each paper is expected to meet the general criteria for evaluation as
well as the specific criteria for each paper as detailed below. Once an exam has begun, a
committee member can provide feedback on key references to explore and help the student to
clarify their aims, but is not to offer feedback on drafts. Students may consult Warner Writing
Support Services during the examination period.
General Criteria for Evaluation
•
•
•
•
•
•
•
•
Ideas are well conceived; writing flows well; transitions are used appropriately.
Arguments are logical and well-constructed, with appropriate evidence provided for
claims made.
The reader can understand the points the student is trying to convey.
The material is well organized.
The document is free of, or has few, grammatical and mechanical errors.
The quality and style of writing are appropriate for a scholarly paper.
The submission follows APA Publication guidelines.
The document is free of any evidence of plagiarism (see the Warner academic honesty
policy for more details:
https://www.warner.rochester.edu/students/matriculated/policies).
Criteria for Review of Theoretical Perspectives
•
•
•
•
•
Review of literature to determine the range of theories used to conceptualize central
question
Demonstrated knowledge of important theories within area of specialization
An overview of basic premises, relevance, and any extensions or revisions to the
perspective
Critique that addresses strengths and weaknesses
A summary that includes a rationale for which perspectives reviewed are particularly
relevant for framing the dissertation research.
Criteria for Literature Review
•
•
•
Research relevant to the chosen question (and/or closely related problems) has been
examined
The review is sufficiently thorough and deep (i.e., not a set of summarized research
studies).
The contributions of specific studies to understanding issues and constructs related to
the comps question are made explicit.
•
•
A critical synthesis of the literature reviewed is provided.
Implications are drawn about where further research is needed (i.e., gaps in the
literature are identified).
Criteria for Review of Methods
•
•
•
•
Method(s) used to approach a chosen research question have been appropriately
identified and described.
The appropriateness of various methods to the question has been explicitly discussed
and critically reviewed.
Data collection and analysis procedures have been identified and discussed relevant to
issues impacting relevant to action research.
Potential limitations of the various methods used to address the research interest are
identified and discussed.
Criteria for Review of Relevance to Practice
•
•
•
The argument connecting the relevance, to practice, of the chosen research topic
reflects knowledge of current practices in the field.
The student is able to articulate the practice “problem” that the chosen research topic
will address.
The argument connecting the relevance of the research topic to contemporary practices
within the field makes a compelling case for improving practice.
Comprehensive Examination Registration
All students taking their comprehensive examination must register for EDE 556 Comprehensive
Examination Research for a maximum of 6 credits. It is suggested that students plan to register
for the EDE 556 for two consecutive semesters registering for a maximum of 3 credits each of
those semesters. Consultation with the advisor is essential in planning registration for the
comprehensive examination.
WARNER GRADUATE SCHOOL
Counseling and Human Development
COMPREHENSIVE EXAMINATION FORMS
This form consists of 4 parts, A, B, C, and D. Before completing this form, the student is
strongly encouraged to read through the accompanying explanation of how to use the two
tables below, which can be found in the introductory pages of this form!
1) Parts A, B, and C are submitted when the student is ready to begin the examination
process. The submission of these three parts marks the beginning of the
comprehensive examination process clock. Hence, in accordance with the table
below, the filing of parts A, B and C would be due on whichever of the 2 start dates
that the student and the student’s advisor decide that the comprehensive
examination process should begin (see shaded area in table below for starting date
options).
2) Part D is submitted when the student has completed the examination process and
must conform to the dates articulated in the tables below.
Start
Options
#1
Sept. 15
#2
January 15
Comprehensive Examination Three-Question Format Schedule
Revision
Exam
6-Week
Evaluation
6-Week
Evaluation
Question
Due Date
Complete
Revision
Complete
Start Date
Period
September 15 October 27
November 10 November 11January 14
December 23
November 11 December 23 January 14
January 15March 12
February 26
January 15
February 26 March 12
March 13May 8
April 24
March 13
April 24
May 8
May 8July 10
June 19
May 9
June 20
July 5
July 6August 20
September 10
Comprehensive Examination Two-Question Format
Exam
8-Week Due
Evaluation
6-Week
Question
Date
Complete
Revision
Start Date
Period
September 15 November 10 November 24 November 25 January 6
November 25 January 20
February 3
February 4 –
March 18
January 21
March 17
March 31
April 1 –
May 13
April 1
May 27
June 10
June 11 –
July 23
May 28
July 23
August 6
August 7 September 18
Start
Options
#1
Sept. 15
#2
January 21
Revision
Evaluation
Complete
January 20
April 1
May 27
August 6
October 2
A. STUDENT INFORMATION
Name
______________________________________________________________
Student ID#
______________________________________________________________
Address
______________________________________________________________
Telephone
____________________I______________________I___________________
Street
(Include area code)
E-mail
Degree :
City
Home
Cell
State
Zip Code
Work
______________________________________________________________
☐ EdD ☐ EdD (Acc) ☐PhD
Program Area: ☐Counseling ☐HD
B. FORMING THE EXAMINATION COMMITTEE
The examination committee is composed of three faculty members.
For Ph.D. Committees:
1) At least two of the three committee members must be full-time, tenured or tenuretrack Warner School faculty members.
2) One of those faculty members must be from the student’s program area, and the other
must be from outside the program area.
3) The third committee member may be a faculty member from the Warner School, but
also may be a faculty member from another school/college in the University. (See
paragraph below for further criteria for the third committee member).
For Ed.D. Committees:
1) At least two of the three committee members must be a Warner School faculty member
who either is on a tenure-track with a rank of at least assistant professor, or is part of
the Warner School clinical faculty.
2) The third committee member may be a faculty member from the Warner School, but
also may be a faculty member from another school/ college in the University. (See
paragraph below for further criteria for the third committee member).
The third committee member of the comprehensive examination/qualifying examination
committee for both Ph.D. and Ed.D committees may come from a college/university other than
the University of Rochester. In this case, the student must obtain a curriculum vita from the
third proposed member and submit it to the Associate Dean of the Warner School for his or her
approval. The proposed committee member must have an earned doctorate, must be tenured
or tenure-track faculty, must have a rank of at least assistant professor, and must be actively
engaged in research.
Names (Please print or type)
Signatures*
1.______________________________(Chair)
_________________________________
2. _________________________________
__________________________________
3. _________________________________
__________________________________
*In lieu of obtaining signatures, you may ask your committee members to send an email
stating their willingness to serve on your committee to Brenda Grosswirth at
bgrosswirth@warner.rochester.edu
C. DESIGNING THE EXAMINATION (See page 1 of this form under “Procedure for Ph.D.
and Ed.D. Students Completing the Comprehensive Examination”. Note that this process is
completed with the full participation of your advisor and your committee. It is a not a task
that you are expected to execute without assistance.)
Three Question Format:
Describe the general field to be examined:
Question 1: (Theory)
Question 2: (Review of empirical literature)
Question 3: (Methodology)
Please note any special considerations that your committee determined would be
appropriate for your examination, e.g., reordering your questions, deviating from suggested
theory, literature review, methodology format.
Two Question Format:
Describe the general field to be examined:
Question 1: (Theory and review of empirical literature)
Question 2: (Relevance to practice and methodology)
D. COMPREHENSIVE EXAMINATION FACULTY SIGN-OFF
IT IS THE STUDENT’S RESPONSIBILITY TO OBTAIN FACULTY SIGNATURES INDICATED BELOW,
AND THEN RETURN THIS PAGE TO BRENDA GROSSWIRTH, LeCHASE HALL, ROOM 248.
Human Development Signature Requirements (I attest that the student has successfully
completed the comprehensive examination question):
Question #
1
1
2
2
3
3
Committee Member Signatures (or advisor as proxy)
Date
Counseling Signature Requirements (I attest that the student has successfully completed the
comprehensive examination question):
Question #
1
Committee Member Signatures (or advisor as proxy)
Date
2
3
Advisor’s Signature obtained at completion of the comprehensive examination process* (I
attest that the student has successfully completed the comprehensive examination in accordance
with the deadlines specified in procedures for completing the comprehensive examination).
_________________________________________________
______________________
Advisor’s Signature
Date
* In lieu of a signature the advisor may email Brenda Grosswirth attesting to completion of the three
comprehensive exam questions and completion date.