Ph.D. in URBAN EDUCATION
STUDENT HANDBOOK
Cleveland State University
College of Education and Human Services
Office of Doctoral Studies
Julka Hall 215
(216) 687-4697
Director of Doctoral Studies
Graham Stead, Ph.D.
(216) 875-9869
Administrative Coordinator
(216) 687-4697
Revised May, 2013
COLLEGE OF EDUCATION GRADUATE FACULTY BY DEPARTMENTS
John Babel
Frederick Hampton
Catherine Hansman
Elliott Ingersoll
Kathryn MacCluskie
Ralph Mawdsley
Jonathan Messemer
Kate Monaghan
Dilani Perera-Diltz
Justin Perry
Elise Rogers
Donna Schultheiss
Elizabeth Welfel
Paul Williams
Joshua Bagaka's
William Beasley
Marius Boboc
Ann Galletta
Jeremy Genovese
Karla Hamlen
Brian Harper
Selma Koç
Xiongyi Liu
Graham Stead
Brian Yusko
Maria Angelova
Tachelle Banks
Clifford Bennett
Robert Ferguson
Joanne Goodell
Mary Gove
Anthony Menendez
James Moore
Roland Pourdavood
Judy Stahlman
Kristine Still
Patrick Wachira
Karl Wheatley
Judith Ausherman
Eddie T. C. Lam
Kathleen Little
Sheila Patterson
Kenneth Sparks
Cheryl Delgado
Vicki Johnson
Vida Lock
Maureen Mitchell
Pamela Rutar
Joan Thoman
Linda Wolf
COUNSELING, ADMINISTRATION, SUPERVISION, AND ADULT LEARNING
JH 263
JH 290
JH 270
JH 274
JH 272
JH 285
JH 265
JH 264
JH 282
JH 266
JH 288
JH 285
JH 268
JH 283
687-6965
687-3828
523-7134
687-5291
523-7147
523-7148
523-7132
875-9920
523-7117
687-5424
687-4587
687-5063
687-4605
687-3693
CURRICULUM AND FOUNDATIONS
JH 356
JH 390
JH 382
JH 370
JH 367
JH 365
JH 358
JH 372
JH 369
JH 212
JH 209
687-4591
523-9383
687-4581
802-3044
523-7130
687-4610
875-9770
687-4830
687-3322
875-9869
875-9774
TEACHER EDUCATION
JH 311
JH 336
JH 304
JH 347
JH 346
JH 327
JH 315
JH 328
JH 325
JH 323
JH 319
JH 313
JH 352
523-7115
687-4608
523-7105
687-5240
687-5426
875-9704
523-7204
687-4606
687-2072
523-7102
523-7103
687-3747
687-4592
HEALTH, PHYSICAL EDUCATION, RECREATION & DANCE
JH 150
JH 143
JH 159
JH 162
JH 145
687-4884
687-5051
687-4877
687-3665
687-4831
NURSING
JH 258
JH 262
687-5525
875-9872
JH 249
523-7237
JH 231
JH 218
JH 241
JH 256
523-7128
875-9672
687-3518
687-3883
COLLEGE OF EDUCATION GRADUATE FACULTY
AREAS OF SPECIALIZATION
Counseling/Counseling
Psych
Dr. Elliott Ingersoll
Dr. Kathryn MacCluskie
Dr. Dilani Perera-Diltz
Dr. Justin Perry
Dr. Julia Phillips
Dr. Donna Schultheiss
Dr. Graham Stead
Dr. Elizabeth Welfel
Adult Continuing Higher
Education
Dr. Catherine Hansman
Dr. Jonathan Messemer
Dr. Kate Monaghan
Dr. Elise Rogers
Other Doctoral Faculty
Dr. Judy Ausherman
Dr. Eddie Lam
Dr. Kathleen Little
Learning & Development
Dr. Ron Abate
Dr. Maria Angelova
Dr. Joshua Bagaka's
Dr. Tachelle Banks
Dr. William Beasley
Dr. Cheryl Delgado
Dr. Jeremy Genovese
Dr. Joanne Goodell
Dr. Brian Harper
Dr. Xiongyi Liu
Dr. Trisha Long
Dr. Roland Pourdavood
Dr. Kenneth Sparks
Dr. Judy Stahlman
Dr. Kristine Still
Dr. Sarah Toman
Dr. Brian Yusko
Dr. Lih-Ching Chen Wang
Nursing Education
Dr. Cheryl Delgado
Dr. Vicki Johnson
Dr. Vida Lock
Dr. Maureen Mitchell
Dr. Pamela Rutar
Dr. Joan Thoman
Dr. Linda Wolf
Policy Studies
Dr. John Babel
Dr. Marius Boboc
Dr. Joshua Bagaka’s
Dr. Anne Galletta
Dr. Brian Harper
Dr. Ralph Mawdsley
School Administration
Dr. John Babel
Dr. Frederick Hampton
Dr. Ralph Mawdsley
Dr. Paul Williams
RESEARCH METHODOLOGISTS
Dr. Joshua Bagaka's (Quantitative)
Dr. Tachelle Banks (Quantitative)
Dr. Anne Galletta (Qualitative)
Dr. Joanne Goodell (Qualitative: Mathematics Educ. and Evaluation of Prof. Development Activities)
Dr. Karla Hamlen (Quantitative)
Dr. Catherine Hansman (Qualitative: Critical Theory and Feminist Perspectives)
Dr. Brian Harper (Quantitative)
Dr. Michael Horvath (Quantitative)
Dr. Eddie T. C. Lam (Quantitative)
Dr. Kathleen Little (Quantitative)
Dr. Xiongyi Liu (Quantitative)
Dr. Ralph Mawdsley (Legal)
Dr. Jonathan Messemer (Quantitative)
Dr. Justin Perry (Qualitative and Quantitative)
Dr. Roland Pourdavood (Qualitative: Math Methods; Dialogic Communities in Ed.)
Dr. Donna Schultheiss (Quantitative and Qualitative: Counseling Research)
Dr. A. Fred Smith (Quantitative)
Dr. Graham Stead (Qualitative and Quantitative)
TABLE OF CONTENTS
INTRODUCTION .................................................................................................................. 1
SUMMARY OF DOCTORAL PROGRAM IN URBAN EDUCATION .......................................... 1
THE MODEL ........................................................................................................................ 3
GRADUATE ASSISTANTSHIPS AND TUITION GRANTS ........................................................ 4
APPOINTMENT OF PROGRAM ADVISOR ............................................................................ 4
REQUIREMENTS FOR THE DEGREE .................................................................................... 4
SPECIALIZATIONS ............................................................................................................... 5
Adult, Continuing, & Higher Education .................................................................. 5
Counseling Psychology ........................................................................................... 5
Counselor Education .............................................................................................. 5
Learning and Development.................................................................................... 5
Nursing Education .................................................................................................. 5
Policy Studies ......................................................................................................... 5
School Administration............................................................................................ 6
PLAN OF COURSEWORK ..................................................................................................... 6
CALENDAR ISSUES .............................................................................................................. 6
Time Limit............................................................................................................... 6
Leaves of Absence .................................................................................................. 6
Dissertation Defense Deadlines ............................................................................. 7
RESIDENCE REQUIREMENT ................................................................................................ 7
FOREIGN LANGUAGE/COMPUTER USE REQUIREMENT .................................................... 7
Foreign Language ................................................................................................... 7
Computer Language ............................................................................................... 7
TRANSFER CREDIT .............................................................................................................. 8
INDEPENDENT STUDY ........................................................................................................ 8
DOCTORAL STUDIES UPDATE ............................................................................................. 8
COMPREHENSIVE EXAMINATIONS .................................................................................... 8
Core and Research Components ........................................................................... 9
Specialization Examination (all except Counseling Psychology)............................ 9
Specialization Examination in Counseling Psychology........................................... 9
Comprehensive Grading Policy ............................................................................ 10
Comprehensive Grading System .......................................................................... 10
Comprehensive Examination Dates ..................................................................... 11
ADVANCEMENT TO CANDIDACY ...................................................................................... 12
DOCTORAL DISSERTATION ............................................................................................... 12
Use of EDU 895: Doctoral Research and EDU 899: Dissertation ......................... 12
Selection of the Committee ................................................................................. 12
Steps Leading to Committee Selection ................................................................ 14
Prospectus Structure/Format .............................................................................. 15
Prospectus Hearing .............................................................................................. 15
Dissertation Defense ............................................................................................ 15
Defense Process ................................................................................................... 16
Steps After Defense ............................................................................................. 16
DEADLINE DATES FOR GRADUATION ............................................................................... 17
GRIEVANCE PROCEDURE.................................................................................................. 18
DOCTORAL STUDENT PARTICIPATION IN THE DOCTORAL STUDIES COMMITTEE ........... 19
DISMISSAL POLICY ............................................................................................................ 19
DOCTORAL STUDENT TRAVEL AWARD ............................................................................ 20
A. SAMPLES OF PROGRAM FORMS .......................................................................... 21
B. SEQUENCE OF COURSES ...................................................................................... 39
C. SPECIALIZATION COURSEWORK .......................................................................... 42
D. DISSERTATION FORMATTING GUIDELINES .......................................................... 54
INTRODUCTION
The Ph.D. Program in Urban Education was founded in 1987 for the primary purpose of preparing
leaders with the motivation, knowledge, and skills to effect change in urban educational systems,
with particular but not exclusive focus on Northeast Ohio. An organizing concept of the program
was that leadership can and should be exercised from any professional position within a school
system, college, or other educational agency, not just from the administrative offices.
Accordingly, a multi-disciplinary sequence of core courses designed to create a knowledge base for
leadership in urban educational settings is required of all doctoral students. The 32 credit hour core
sequence includes life-span development, cultural foundations (special emphasis on class, gender,
ethnicity, and school community interaction), organizational behavior and change, and urban policy
development. All students complete a 13-14 credit hour sequence in quantitative and qualitative
research methodology to support dissertation research of 15 or more credit hours. The program
requires a completed Master's degree in a closely related field for admission. Students are admitted
in the Fall and take the required course sequence as a cohort, completing residency through six
consecutive semesters of study averaging at least seven credits per semester. The community of
scholars created by the cohort system has been perceived by most students as very important to
their success.
Specializations of at least 20 credit hours each are available in Administration; Adult, Continuing, &
Higher Education; Counseling Psychology; Counselor Education; Learning and Development; Nursing
Education; and Policy Studies. The dissertation must reflect the specialty area. To date, 243
students have successfully defended dissertations and met graduation requirements (81 in Learning
and Development, 49 in Counseling, 41 in School Administration, 30 in Policy Studies, 33 in Adult,
Continuing, & Higher Education (formerly Leadership & Life Long Learning), and 9 in Counseling
Psychology). 47 of the 243 who have graduated to date (19.3%) are African American. Dissertations
have addressed a wide variety of topics including: cultural determinants of achievement among
gifted black students, relationship between black migration and administrative policies and practices
of racial isolation in the Cleveland Municipal Schools, grade level organizational patterns within an
urban school district, transformational mentorship in teacher development, an analysis of the
retirement patterns of African-American educators, the impact of the NCTM standards on the
professional lives of elementary educators, educational reform for disadvantaged children, a
statewide study in Ohio of inter-district open enrollment, and teacher satisfaction.
In the strategic planning activity completed by the College in 1992, the Ph.D. Program was identified
as one of the four programs of excellence recommended for increased support. The accreditation
report of the North Central Association of Colleges and Secondary Schools cited that, "The new
Ph.D. program in urban education is especially noteworthy. This program is truly interdisciplinary.
Admission standards are relatively rigorous and students are admitted as a cohort group once each
year. The team believes this is an especially strong element and encourages the university to
maintain this relatively unique feature."
SUMMARY OF DOCTORAL PROGRAM IN URBAN EDUCATION
The Urban Education Ph.D. program has been designed to prepare persons capable of applying
current methodology, research and knowledge to the problems of education in a contemporary
urban society. Concepts from education, urban policy planning, law, economics, psychology, public
1
administration, sociology, and political science establish the framework upon which problems of
learning and learning environments are examined.
Students in the program are, or intend to become, teachers, administrators or other professional
personnel in schools, community colleges, colleges or universities; trainers in business or industry;
allied health educators, professionals in social and community agencies; teacher educators; and
educational policy planners. The program does not merely permit a student to maintain
employment while pursuing the degree, but requires program-related employment or field service
experience in order to integrate theory and practice.
The template for this program is a multi-disciplinary community of scholars structured to enable
students to develop on-going intellectual relationships with one another, faculty and the urban
educational community. It provides an intensive focus in five knowledge base areas: research and
evaluation skills, the urban perspective, the social context of urban education, the urban learner,
and organizational change and development. Through the cohort system, the program creates a
multi-disciplinary community of scholars structured to enable students to develop on-going
intellectual relationships with one another, faculty, and the urban educational community. The
program utilizes settings in the urban educational community as research laboratories.
Consistent with the program philosophy, the major goals of the Urban Education Doctoral program
are to:
1.
Offer a program which will enable participants to acquire a comprehensive understanding of
theories and applications of theories related to education in an urban setting.
2.
Provide an opportunity for persons working full time to engage in intensive, scholarly study in
the Cleveland area.
3.
Foster creative problem solving among future urban educational leaders, supported by
information from education, urban studies, social sciences and business.
4.
Provide knowledge and skills to enable individuals to move from one urban career to another.
5.
Enable participants to acquire expertise within an area of their selected specialization. It is
expected that this specialization will relate specifically to previous graduate study.
The Doctoral program in Education is markedly different from traditional education doctoral
programs in the following ways:
1.
Each cohort of candidates progresses through an integrated sequence of seminars/courses as
an intact community of scholars.
2.
The program is based upon utilization of the institutions of the urban community as
laboratory for applied research and professional practice.
3.
Applied research is an intrinsic part of each core seminar/course, thereby providing for an
integration of research methods with disciplinary content.
4.
Doctoral recipients will demonstrate their capacity to influence educators, political entities
and the community at large to examine and improve the delivery of educational services in
schools, agencies, business and industry.
5.
Approximately half of the program is devoted to an urban-focused inter-disciplinary core,
from which the specialization and dissertation will emerge.
6.
This interdisciplinary program has been designed to utilize the expertise of faculty from the
College of Education, the College of Urban Affairs, School of Nursing, and the College of Arts
and Sciences in teaching and service on dissertation committees. Faculty from outside the
College of Education:
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• Provide instruction for the Urban Studies Core and Nursing Education specialization courses.
• Team-teach with College of Education faculty in certain core courses.
• Participate on dissertation committees.
7.
It produces scholars capable of conducting research and evaluation in their respective
disciplines.
Admission to the program is highly selective, resulting in approximately twenty new candidates per
year.
THE MODEL
"The Urban Educational Leader: Effecting Change in the Urban Educational Environment"
Cleveland State University graduates of the Ph.D. program in Urban Education achieve outcomes
reflecting the five knowledge bases that comprise this model: research skills, the urban perspective,
social context of urban education, the urban learner, and organizational change and development.
While focusing on the learner in the urban environment, the program provides research skills and
advanced specialized education for roles in teaching, counseling, administration, and policy studies.
This knowledge builds upon the College of Education's Teacher Education knowledge base. The
concept of the teacher as a responsive, reflective professional--a partner in learning--is an intrinsic
part of this knowledge base. The program also incorporates the models from the Masters programs
in Counseling and School Administration: the school and agency counselor, a facilitator of human
development, and the school administrator, a visionary practitioner.
The program outcomes are:
1.
Possess knowledge and understanding of quantitative and qualitative research methodology
and ability to conduct research [Knowledge Base: Research Skills].
2.
Understand and utilize current technology in order to enhance research designed to
promote change across all aspects of the urban educational environment [Knowledge Bases:
Research Skills, The Urban Perspective].
3.
Understand and implement the ethical principles regarding the conduct of research in an
urban setting [Knowledge Bases: Research Skills, Social Context of Urban Education, and The
Urban Learner].
4.
Acquire an understanding of public policy formation process and identify areas of resistance
to policy reform [Knowledge Bases: The Urban Perspective, the Urban Learner].
5.
Gain knowledge of the origins and nature of multiculturalism and its contributions to the
nature of urban life [Knowledge Base: Social Context of Urban Education].
6.
Draw from a rich educational background to implement change in the urban setting
[Knowledge Base: Social Context of Urban Education].
7.
Understand how environmental context, race, and gender impact an individual's
educational opportunities and identity constructs [Knowledge Bases: Social Context of
Urban Education, The Urban Learner].
8.
Articulate an understanding of inter-individual and intra-individual differences and change in
human behavior, adjustment, learning, and development across the life span [Knowledge
Bases: Social Context of Urban Education, The Urban Learner].
9.
Assume a leadership role in the urban community and workplace based on knowledge of
leadership concepts and theories [Knowledge Bases: Social Context of Urban Education,
Organizational Change and Development].
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10.
View problem-solving and change from the perspective of the individual, organization, and
larger social system [Knowledge Bases: The Urban Perspective, Social Context of Urban
Education, Organizational Change and Development].
11.
Possess knowledge of organizational processes and change strategies [Knowledge Base:
Organizational Change and Development].
GRADUATE ASSISTANTSHIPS AND TUITION GRANTS
Assistantships offer opportunities for Doctoral Students to defray costs of their education while
gaining new learning from challenging work experiences. Recipients of assistantships receive tuition
waiver and a stipend. Tuition grants also offer the same opportunities as graduate assistantship.
Recipients of tuition grant awards only receive tuition waiver and their weekly service hours are
equivalent to registered credit hours. All applicants must be admitted to the Ph.D. program prior
to appointment to a position. Graduate Assistants must register for eight (8) credits each semester
and must not be otherwise gainfully employed if applying for graduate assistantships. Applications
of new students will be processed after admissions decisions are made.
APPOINTMENT OF PROGRAM ADVISOR
Each student will be assigned a Program Advisor upon acceptance into the doctoral program. Any
change in specialization area will result in a change in Program Advisor. Requests for changes in
Program Advisor for other reasons should be submitted to the Director of Doctoral Studies. While
the initial assignment will be based upon compatibility of academic interest, the Program Advisor
may or may not continue as Dissertation Advisor depending upon the research topic chosen and
preferences of the student and advisor.
REQUIREMENTS FOR THE DEGREE
The goals of the program are achieved through six core seminars, three research methodology
seminars, work in one of five specialization areas and a dissertation for a total of 67 semester hours.
The core seminars, including research include (32 semester hours):
1.
2.
3.
4.
5.
6.
7.
8.
9.
EDU 803: The Life Cycle: Development and Learning (04)
EDU 800: Advanced Research Design and Measurement (03)
EDU 801: Inferential Statistics and Hypothesis Testing (03)
EDU 807: Introduction to Qualitative Research in Education (04)
EDU 802: Advanced Quantitative Research OR EDU 808: Qualitative Research
EDU 805: Cultural Foundations of Education I: Social Perspectives (04)
EDU 806: Cultural Foundations of Education II: Race and Ethnicity (02)
UST 716: Systems & Processes of Policy Development (04)
EDU 809: Urban Education: Organizational Change and Development (04)
In the core seminars, the group of students will remain together as an intact unit for six semesters of
intensive study and discussion. The continuing intellectual association and support of a group will
meet the philosophical rationale of the residency requirement of a doctoral program during the
second academic year. The core seminars will provide content for analytical and research activities.
(See Appendix B for the Doctoral Program Sequence of Courses)
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SPECIALIZATIONS
Students spend approximately 20 semester hours pursuing a field of specialization chosen from
among the following:
1.
Adult, Continuing, & Higher Education
2.
Counseling Psychology
3.
Counselor Education
4.
Learning and Development
5.
Nursing Education
6.
Policy Studies
7.
School Administration
Adult, Continuing, & Higher Education
This specialization is a non PreK-12 track designed to prepare students and working professionals for
careers as practitioners in organizations or for faculty positions directly related to the delivery of
educational services for adults. The UEAE specialization provides opportunities for students to
engage in an enriched program of academic study grounded in the field of adult education and
higher education scholarship, equipping the UEAE graduates with the knowledge and skills to apply
cutting edge research to adult education research and practice in diverse contexts.
Counseling Psychology
This specialization trains counseling psychologists who have the requisite knowledge base and
therapeutic skills for entry into the practice of professional psychology and competent practice
within a multicultural diverse urban society, and will contribute to and/or apply the scientific
knowledge base of psychology using skills in research methods.
Counselor Education
This specialization permits doctoral candidates with master’s level preparation in counseling,
psychology, or social work to deepen their professional preparation in the theory and practice of
counseling in urban school or community agency settings. Practicing counselors may use this
specialization to upgrade school counseling certification or to prepare for state licensure or the
national certification examination.
Learning and Development
This specialization permits doctoral candidates with previous background in educational psychology,
school psychology, and/or special education to increase their professional preparation in theory and
research related to the implications of human variability to instruction service delivery in
educational and social agencies. This track builds upon the Life Cycle core seminar as background
for the construction of a specially designed program of concentration to be developed in concert
with the candidate's doctoral program advisor.
Nursing Education
This specialization prepares professional nurses for faculty positions in nursing education leadership
roles. Applicants must hold a Master of Science in Nursing degree, an active unrestricted nursing
license, and have recent experience in nursing practice and/or education. The core and
specialization courses will expand their understanding of the various aspects of educating
individuals to function in a complex applied discipline. The research sequence will prepare them to
engage in original research in areas related to educating nurses at all levels.
Policy Studies
This specialization is designed for those students who wish to deepen their understanding of the
historical, theoretical and practical aspects of educational policy formulation. It is designed for
those who wish to examine the relationship of educational policy within the larger context of urban
5
affairs, public policy, and school reform. All students' programs are individually designed, subject to
approval by their advisors, so as to accommodate the student's career goals.
School Administration
This specialization permits doctoral candidates with previous study in administration to update and
deepen their professional preparation in the theory, research and practice of management and
leadership for educational, government, human resource development, and social service settings.
Each student's program is individually designed, subject to approval by his/her advisor, so as to
accommodate the student's previous study and his/her career goals, while building on the Urban
Education core.
(See Appendix C for a complete list of courses applicable to each specialization area.)
The Dissertation component (minimum 15 semester hours) follows a traditional model, adhering to
the scholarship requirements of basic or applied research in Doctor of Philosophy degrees in
Education. It is divided into EDU 895 - Doctoral Research, dissertation hours taken before an
approved prospectus; and EDU 899 - Ph.D. Dissertation, dissertation hours taken after the formal
approval of the prospectus.
PLAN OF COURSEWORK
In concert with the student's Program Advisor and with the approval of the Director of Doctoral
Studies, the student will complete the plan of coursework (See Appendix A for sample form) to
guide the later selection of coursework in the specialization. Filing of the plan of study and its
approval should occur during the first semester of the third year of doctoral study. Courses taken in
the specialty without approvals will not necessarily count toward degree completion.
CALENDAR ISSUES
Time Limit
Except under extraordinary circumstances, it is expected that a student will complete all the
requirements for the Ph.D. in a maximum of six years. Petitions may be accepted for extension of
the six-year limit based upon extenuating circumstances and evidence of a firm plan for completion
within a one-year extension.
Leaves of Absence
Leaves of absence shall be granted for no longer than a one-year period whether during the core or
dissertation phases of the program. In the former case, the student will be required to wait until the
next annual cycle of core seminars/courses, resuming study with the next cohort admitted. In such
cases, completion of the core will occur in three years rather than the customary two.
A formal petition must be submitted to the Doctoral Studies Committee in order for a leave of
absence to be considered. The petition must include the following:
a) Statement of reason for the leave
b) Documentation from employer or medical personnel (if appropriate)
c) Plan for resuming study and completing the program
d) Endorsement by the student's advisor
Student will be notified in writing of the Committee's decision.
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Dissertation Defense Deadlines
Students must apply for graduation one semester in advance of anticipated graduation date.
Deadline for oral defense is the Thursday before commencement; however all paperwork must be
submitted six weeks prior to the last day of instruction in order to participate in commencement.
Final dissertation copies (3) and the Notice of Completion (NOC) must be submitted to Graduate
Studies two week s prior to the last day of instruction in order to receive diploma at commencement
ceremonies. Submitting dissertation & NOC three weeks after commencement will require student
to change their graduation date.
RESIDENCE REQUIREMENT
Residency will be met by:
1.
Continuous enrollment for six consecutive semesters beginning Fall of the first year;
2.
Seven hours of coursework each semester in Year I and 6-10 coursework hours Summer of
Year I; 10 hours of coursework each semester of Year II and 5-6 hours Summer of Year II;
3.
Two credit-hours of EDU 895 - Dissertation Research each semester in Year II, including
Summer (Counseling Psych students start taking EDU 895 in their third year). Students are
responsible to work with a faculty member for each two-credit dissertation segment. Any
change in this requirement must have the approval of the Director of Doctoral Studies.
FOREIGN LANGUAGE/COMPUTER USE REQUIREMENT
Each student will be required to demonstrate proficiency in a foreign language or a computer
language. The purpose of the foreign language or computer use requirement in doctoral programs
is to increase the variety of tools that graduates can employ in their research.
Foreign Language
1.
Foreign languages that are routinely acceptable include French, Spanish, German, Russian,
and Japanese. These were chosen because major bodies of educational research literature
were available. Students may petition to use other languages provided:
a. there is a significant body of research related to the student's dissertation interest in that
language, or
b. the student's research requires communicating with subjects using that foreign language.
2.
Foreign language proficiency is usually established in Ph.D. Programs through proficiency
examinations, not through transcripts showing coursework. If you seek to establish language
proficiency, please contact the Office of Doctoral Studies to arrange an appropriate
examination.
3.
Certified foreign language teachers may submit a petition along with transcripts showing
language preparation and a copy of the certificate to request exemption from a competency
examination.
Computer Language
1.
Students without previous experience with a computer language are encouraged to enroll in
one of the following:
CIS 500: Introduction to Programming (4-0-4)
EDU 715: Applied Programming and Statistical Packages (4-0-4)
ETE 568: Educational Web Design (4-0-4)
An approved Independent Study (4-0-4).
7
2.
Students who have completed coursework equivalent to those stated in 1 above within the
last 3 years, with transcript verification, will be considered to have fulfilled the computer
language requirement. Transcript should be verified and recorded in the Office of Doctoral
Studies (JH 215). A course description should also be submitted for review and verification.
3.
Students with extensive previous background in computer languages and statistical packages
may request a proficiency review of this knowledge. (Knowledge of the use of instructional
software packages will not meet the requirement, and state teacher certification in computer
science may not meet this requirement.) Please contact the Office of Doctoral Studies if you
wish to establish computer language proficiency based on previous study.
It is important to complete the language requirement as soon as possible during doctoral studies.
Please discuss the fulfillment of this requirement with your advisor at the earliest possible
opportunity. Coursework taken to meet the foreign language requirement will not be counted
toward the required 67 semester hours to complete the program.
TRANSFER CREDIT
A maximum of 16 credit hours will be accepted in transfer from another accredited college or
university. All credits requested must carry a letter grade of no less than B (no S/F graded courses
will be considered); and has not been previously used towards a terminal degree. A Graduate Credit
Transfer Form (available in the Office of Doctoral Studies) should be completed by the student and
submitted to his/her advisor, along with appropriate course descriptions. Request is then
forwarded to the Doctoral Studies Committee for recommendation to the College of Graduate
Studies. Upon final approval by the Dean of Graduate Studies, copies of approved transfer credit
will be distributed to the student, the Office of Doctoral Studies, and the Registrar.
INDEPENDENT STUDY
A maximum of six semester hours of independent study (EDU 897: Individual Projects) may be
included on a student's Program of Study. Independent study is used when a student has the desire
to develop knowledge in an area not covered by a formal course in the College or University and
with the supervision of a faculty member with expertise in the area. Students must obtain the
approval of their Program Advisor. (See Appendix A for required procedures for enrollment)
DOCTORAL STUDIES UPDATE
The Doctoral Studies Update announce the schedule for comprehensive examinations, critical dates
for scheduling a defense hearing in order to graduate, changes in the Ph.D. program guidelines and
procedures, professional job announcements, and grant and research opportunities. The Update is
published in the Fall and Spring of each academic year.
COMPREHENSIVE EXAMINATIONS
Eligibility for candidacy will be determined on the basis of successful performance on a written
examination constructed and evaluated by a representative committee of the doctoral program
faculty. The examination consists of three components covering the core courses, research courses,
and area of specialization respectively. The core and research examinations will be scheduled
during Spring and Summer semesters each year and the specialization examination will be in the
8
Fall and Spring semesters (three weeks after the core and research exams in Spring). One may take
all examinations in the same semester or divide them over two or more administrations.
Students who intend to take the core and/or research examination(s) must have completed all core
coursework (earliest a student can take either exam is the Spring semester of their second year).
Students taking the specialization exam must have a completed Plan of Coursework on file in the
Office of Doctoral Studies and have already earned at least 16 hours of specialization credit in order
to be allowed to sit for the specialization comprehensive examination during the Spring Semester of
the second year in the program. Application to the Doctoral Program Office must be made four
weeks prior to the examination date.
Core and Research Components
These examinations are administered on-site on a Friday and Saturday. Day 1 (Core): 4-hour, two
part exam consisting four questions: Part A (year one) Life Cycle or Cultural Foundations; Part B
(year two) Organizational Change or Urban Studies. Students must choose one question from each
part. These questions, demanding both recall and application, permit demonstration of knowledge
in all four core areas. Students must pass both parts of the exam in order to pass the Core comps.
Day 2 (Research): 4-hour, two part exam consisting four questions: Part A (year one) quantitative
courses - EDU 800 and EDU 801; and Part B (year two) qualitative course - EDU 807. Students must
choose one question from each part. Students must pass both parts of the exam in order to pass the
Research comps.
No notes or other materials may be used in answering questions of either exam. Both exams may
either be taken in the Computer Lab or handwritten. Students choosing to handwrite their exams
must submit typed copy with no changes (exams will be copied before removal from test site).
1.
Construction of the core examination is the responsibility of faculty representatives involved
in instructing each of the four core seminars and a faculty representative responsible for the
research sequence.
2.
Core examinations are evaluated by the same committee that constructed them and other
qualified faculty, dividing the workload such that each question is scored by two readers with
appropriate content expertise.
3.
An orientation to the core comprehensive is held in advance of the exam. Notice of the
orientation is mailed to all students eligible to take comprehensives.
4.
Failure to attain the required level of competence on the core examination will result in the
student's need to undertake additional coursework and/or study in preparation for re-taking
the examination.
5.
Core and Research exams (Day 1 and Day 2) are graded separately. It is possible to pass one
exam and not the other. If a student fails either exam, he/she must repeat that exam.
Students are permitted to repeat each exam up to four times.
Specialization Examination (all except Counseling Psychology)
The specialization exams are constructed and scored by faculty in that specialization. Each track
creates its own examination structure which may not exceed six hours of on-site examination or a
thirty-page double-spaced take-home essay to be returned within two weeks or less of its receipt.
As with the core examination, the specialization exam may be repeated four times if failed; a fifth
failure will result in separation from the program.
Specialization Examination in Counseling Psychology
The specialization exams are typically taken after the first three years of coursework during the
summer after the third year. It is expected that all of the professional core courses in counseling
psychology will be completed prior to the time of the exam. As with the urban education core and
9
research components, the specialization exam may be repeated four times if failed; a fourth failure
will result in separation from the program.
The comprehensive exam for the counseling psychology specialization consists of questions in three
areas. Students will be asked to choose one of two questions for each area (e.g., career,
intervention, and assessment). Two hours will be allotted for the completion of each question. If the
test is handwritten, upon completion of the exam, proctors will collect the written responses. They
will be photocopied and returned to the student for typing on the Monday following the exam.
Typed responses will be due in the Doctoral Studies office no later than that Friday. Each question
will be written and scored by 2 content area faculty teaching these courses. The exam will go to a
third reader if agreement is not reached by the initial readers. Each question may be repeated four
times if failed; a fourth failure will result in separation from the program. Students will be required
to retake only the question(s) that they fail.
Comprehensive Grading Policy
Two readers are selected for each question. Students who achieve an average score of 3 across all
ratings pass for that portion of the exam. If the average score is less than 3 and readers differ on the
ratings of specific questions (e.g., one rating of 2 and one rating of 3), a third reader will be
employed to resolve the difference. Students failing this examination will receive written
notification and will be required to meet with their advisor. Advisors will be given background
information on the scoring in order to help students determine weaknesses.
Comprehensive Grading System
The following five-point grading scale is utilized. An average score of 3 or higher must be achieved
to pass the exam.
5
Demonstrates superior competence by discussing the major concepts underlying the question
asked as well as the relationships among these concepts and their significance to education.
Takes a relatively clear position, if one is called for, and supports the position with highly
relevant and specific data. Demonstrates ability to organize and present a coherent answer to
the question.
4
Indicates competence by discussing effectively some of the major ideas and concepts
underlying the questions asked with some reference to important relationships among
concepts. Also suggests the significance of these concepts and their relationships to
education. Less sophisticated in expressing ideas and in relating them to the area. Takes a
clear position, if one is called for, and supports it with relevant facts. Strongly suggests ability
to organize and present a coherent answer to the question.
3
Suggests competence by discussing some important ideas and concepts, but may oversimplify
relationships existing among them and also their significance to education. May take a
position but support it in only a general way. May take only one or two important aspects of
the question and discuss these rather fully but omit other equally important aspects. Suggests
less familiarity with research and relevant data than displayed in 4.
2
Indicates familiarity with some of the ideas and concepts but suggests an inability to
determine relationships among them and significance to education. Recognizes the basic
problem posed by the question, but deals with it ineffectually. Suggests inability to write and
to organize thoughts.
1
Fails either to discuss ideas and concepts related to the problem. Introduces material which is
irrelevant to the question as well as material which suggests lack of understanding of the area
involved. Demonstrates incompetence in writing, organizing, and presenting ideas.
10
Comprehensive Examination Dates
Spring Semester, 2015
Application Deadline: ............................................................................................ January 30, 2015
Core Examination: ................................................................ Friday, Feb. 6, 2015 - 9:00 - 1:00 p.m.
Research Examination:............................................................ Saturday, Feb. 7, 2015 - 9:00 - noon
Specialization Examination: ............................................................................ Friday, Feb. 27, 2015
(Requirements differ by track)
Deadline for Take-Home: ...................................................................... March 16, 2015 (or earlier)
Summer Semester, 2015
Application Deadline: ...................................................................................................July 31, 2015
Core Examination: .......................................................... Friday, August 14, 2015 - 9:00 - 1:00 p.m.
Research Examination:......................................................Saturday, August 15, 2015 - 9:00 - noon
Fall Semester, 2015
Application Deadline: ............................................................................................. October 9, 2015
Specialization Examination: ............................................................................ Friday, Oct. 30, 2015
(Requirements differ by track)
Deadline for Take-Home: ............................................................... November 16, 2015 (or earlier)
Spring Semester, 2016
Application Deadline: ............................................................................................ January 30, 2015
Core Examination: ................................................................ Friday, Feb. 5, 2016 - 9:00 - 1:00 p.m.
Research Examination:............................................................ Saturday, Feb. 6, 2016 - 9:00 - noon
Specialization Examination: ............................................................................ Friday, Feb. 26, 2016
(Requirements differ by track)
Deadline for Take-Home: ...................................................................... March 16, 2015 (or earlier)
Summer Semester, 2016
Application Deadline: ...................................................................................................July 31, 2015
Core Examination: .......................................................... Friday, August 14, 2015 - 9:00 - 1:00 p.m.
Research Examination:..................................................... Saturday, August 15, 2015 - 9:00 – noon
Fall Semester, 2016
Application Deadline: ............................................................................................. October 3, 2016
Specialization Examination: ............................................................................ Friday, Oct. 28, 2016
(Requirements differ by track)
Deadline for Take-Home: ............................................................... November 14, 2016 (or earlier)
Spring Semester, 2017
Application Deadline: ............................................................................................ January 27, 2017
Core Examination: .............................................................. Friday, Feb. 24, 2017 - 9:00 - 1:00 p.m.
Research Examination:.......................................................... Saturday, Feb. 25, 2017 - 9:00 - noon
Specialization Examination: ........................................................................... Friday, Mar. 17, 2017
(Requirements differ by track)
Deadline for Take-Home: ........................................................................... April 3, 2017 (or earlier)
Summer Semester, 2017
Application Deadline: ...................................................................................................July 28, 2017
Core Examination: .......................................................... Friday, August 25, 2017 - 9:00 - 1:00 p.m.
Research Examination:......................................................Saturday, August 26, 2017 - 9:00 - noon
11
ADVANCEMENT TO CANDIDACY
Students will be advanced to candidacy upon successful completion of:
1.
Core course requirements.
2.
Specialization coursework.
3.
Comprehensive examination of core and research.
4.
Comprehensive examination in specialization.
5.
Foreign Language/Computer Use requirement.
DOCTORAL DISSERTATION
Candidates enroll for a minimum of 15 semester hours of dissertation credit. The student begins
prospectus development in the second year (third year for Counseling Psych students) of the
program in concert with his/her Dissertation or Program Advisor. When the student has been
advanced to candidacy, the student, in conjunction with the dissertation advisor, forms a committee
comprised of the advisor, three additional persons to be invited by the Ph.D. candidate and advisor
and approved by the Director, and one additional person appointed as a representative by the Dean
of Graduate Studies. One member of the committee must be a research methodologist. The
process includes the following:
Use of EDU 895: Doctoral Research and EDU 899: Dissertation
At the beginning of the second year of study, all students register for EDU 895: Doctoral Research
(Exception - Counseling Psychology students begin registering for EDU 895 during their third year).
A Scope of Research Activity (SRA) Form (See Appendix A) must be completed, signed by the student
and advisor, and filed in the Office of Doctoral Studies. All students must to register for a total of six
(6) credits (2 credits for Fall/Spring/Summer) for the first time only. Afterwards students need only
to register for one credit for each Fall/Spring semester continuously until they have a successful
prospectus hearing.
Note: A list of faculty areas of specialization is included in this Handbook (see foreword pages) so
that students will have some basis for initiating contact with faculty who will supervise dissertation
credit. Ph.D. candidates can request a dissertation co-advisor from outside the College of Education.
Faculty outside the COEHS cannot serve as sole dissertation advisor.
Each doctoral student will arrange to work with a specific faculty member each semester with the
goal of completing a prospectus. The SRA form indicates plans for the semester and serves as a
contract between the student and faculty member. The contract allows for maximum
individualization of work objectives depending on the student's progress, and yet requires some
advance specification of goals each semester. Students may select new faculty members each
semester until they identify a mentor who is willing to assume the dissertation advisor role.
Faculty will grade progress on dissertation study each semester. The grade will be either "T"
indicating that progress is adequate; "X" indicating that the terms of the semester contract were not
met and no credit will be received for the semester; or "S" which indicates the student successfully
held their prospectus hearing. If a student receives two "U" grades, a review by the Doctoral Studies
Committee is required to determine the student's ability to continue in graduate school.
Selection of the Committee
The Dissertation Committee will include five members of the Graduate Faculty at Cleveland State
University and must have Graduate Faculty Status. Students request specific faculty to serve on the
12
Dissertation Committee by talking with the faculty members and asking them to complete a consent
form. The Faculty Dissertation Committee Agreement form (see sample in Appendix A)
accompanied by an abstract of the proposed dissertation project must be submitted to the Office of
Doctoral Studies before a prospectus hearing can be scheduled.
The committee consists of:
1.
Committee Chairperson
The chair (or co-chair) must be from the College of Education & Human Services. The
committee chair should have the strongest preparation in the student's specialty area.
He/she should have broad-based knowledge of research in the specialty and an ability to help
the student seek out research related to the specific topic. The chair’s role requires that this
individual be able to make a judgment about whether a particular project adds new
knowledge to the literature of the specific specialty area. The chair should have significant
input, along with the student, into the selection of the remaining committee members. Cochair arrangements should be considered only in exceptional circumstances. They make the
most sense when there are two faculty members who have significant and complementary
expertise in the student's specialty area.
2.
Methodologist
The methodologist is usually the second member chosen for the dissertation committee. Just
as the committee chairperson should be the expert on the "what" of the dissertation, the
methodologist should be considered the expert on the "how" of the project. The
methodologist usually contributes significantly to project design and procedures. Often the
research methodologist may not have broad-based familiarity with research in the student's
specific area of specialization. In instances where the methodologist also has expertise in the
content area, it is possible for that individual to serve both as chairperson and methodologist.
In the past, a significant number of students have begun projects working with core faculty,
especially methodologists, who are not listed as faculty in their specialty track. It is strongly
recommended that students seek out a chair in their specialty first, and later select a
methodologist with the help of that chair. It is generally not appropriate for the
methodologist to serve as a co-chair unless he/she has content expertise in the specialty area,
even though we have made such arrangements for some students in the past. Henceforth, it
is encouraged for methodologists to refer students to specialty faculty in the idea-generating
phases of the project with an invitation to the student to return for help with methodology at
a later time. This, of course, does not apply in cases where the methodologist is also a
specialty faculty member in the student's area.
3.
Content Specialist
This committee member provides additional support in the specialty area. In Counseling and
Administration, a second faculty member representing the discipline of the specialty is
required. The same choice pattern is recommended for Policy Studies and Learning &
Development committees.
4.
A Comparatively Free Choice
This fifth member of the committee may be from the College of Education or outside the
college, but, in any event, he/she must be a member of the Graduate Faculty. Community
persons who are willing to be reviewed by the Graduate College for committee service are
appropriate choices for a fifth slot on the committee. This position is sometimes also used to
provide racial or ethnic balance, gender balance, or a specific supplementary area of
knowledge. For example, Urban Studies faculty are often employed to bring expertise on
policy beyond the walls of educational institutions or Health Sciences faculty are called upon
when the education agenda of the dissertation occurs in a health-related setting.
13
5.
Non-College of Education Member
This member of the dissertation committee is from outside the College of Education and have
Graduate Faculty Status. For non-CSU members, a formal request must be made by the
student and dissertation chair to have the person serve on the committee. A copy of their vita
must accompany the request to Doc Studies. This individual may be a co-chair if he/she has
the expertise or may be the methodologist. In any event, this individual should be selected
because of some element of knowledge or skill that will contribute to the development of the
specific topic the student has selected.
6.
Additional non-voting members may be added to committees in unusual cases.
Steps Leading to Committee Selection
1.
During the student's second year, he/she registers for a total of six credits of EDU 895:
Doctoral Research. The purpose of this credit is to do initial library research, to narrow a
topic, and to begin formulating a prospectus. While many students begin this process with
the program advisor assigned at the beginning of the program, the student is free to choose
other faculty with whom to work. Students may work with different faculty members in
different semesters if they desire. Generally, these should be specialty faculty, not research
methodologists (unless the methodologist is also a faculty member in the student's area of
specialization). Through this process, the student and faculty members explore their
compatibility with each other and their interests in working together on a dissertation project.
By the conclusion of these eight credits, students should generally have chosen their
committee chairperson and determined whether that individual is willing to serve in that
capacity.
2.
Most committee chairpersons will work with the student to develop a prospectus prior to
involving a full committee. Sometimes the methodologist is chosen fairly early in the process
for obvious reasons of specifying design.
3.
When a draft prospectus is approaching readiness for hearing, the usual procedure is for the
student to consult with the committee chairperson and identify other faculty to be
approached. When faculty are approached, a draft copy of the prospectus should be provided
so that each faculty member can make an informed judgment about whether he/she chooses
to serve.
4.
A Faculty Dissertation Committee Agreement Form should be returned to the Office of
Doctoral Studies by each faculty member who agrees to serve.
5.
All comprehensive examinations must have been passed and the language requirement met
before a prospectus hearing can occur.
6.
Upon receipt of agreements to serve from faculty members and an abstract of the prospectus,
the Office of Doctoral Studies submits the Dissertation Proposal Approval form and formally
requests that a committee be appointed by the Graduate College.
7.
With the official appointment of the committee by the Graduate College and a polished
prospectus in place, the committee chairperson requests the Office of Doctoral Studies to
schedule a prospectus hearing. Faculty members must have the prospectus at least three
weeks before the hearing.
8.
A majority of the voting members of the committee must approve the prospectus (with
amendments) for the project to go forward. Upon approval of the prospectus, the student
14
will then register for EDU 899: Dissertation each semester (except summer) until the
dissertation is defended.
9.
If the dissertation requires collection of data (information) from human subjects, as most do,
the procedures must be approved by the Institutional Review Board prior to beginning the
data collection. Instructions for this procedure may be obtained from the Office of Doctoral
Studies and it should be begun shortly after the prospectus approval. (See Appendix A for IRB
forms)
Prospectus Structure/Format
An acceptable prospectus document includes:
1.
A clear statement of the research problem
2.
The significance of the problem to be studied
3.
The research questions or research hypotheses to addressed
4.
A thorough review of related scholarly literature
5.
A careful delineation of the research methodology to be used in the study
The review of the literature need not be exhaustive but should be sufficient to establish one's
knowledge of the field in the problem area. The student should also show how the literature
provides the underpinning for the problem statement and research design.
The prospectus document can take the form of the first three chapters of a traditional doctoral
dissertation or any one of several alternative forms used in qualitative research methodology. The
decision about format should be made in consultation with the dissertation chair and
methodologist. Abstracts, even if expanded, are not acceptable.
Prospectus Hearing
When the prospectus is completed satisfactorily in the view of the Dissertation Advisor, an oral
prospectus hearing will occur. This hearing will be designed to evaluate the appropriateness of the
plan, make such suggestions and revisions as are deemed necessary by the Committee and Advisor
and serve as a further opportunity to evaluate the level of competence attained by the candidate in
his/her area of specialization. More than two negative votes will be considered an unsatisfactory
performance and constitute cause for repeating the hearing over such parts as the committee
judges inadequate. A second unsatisfactory performance will normally be considered grounds for
separation. Prospectus hearings are closed to anyone other than the candidate and committee.
Dissertation Defense
When the candidate has completed the dissertation with approval by the Dissertation Advisor, a
final oral examination will be held before the Dissertation Committee consisting of the Advisor,
three additional faculty, and the representative of the Dean of Graduate Studies. In most cases, the
Committee will consist of the same individuals approving the plan during the initial prospectus
hearing. Acceptance of the dissertation and recommendation for the conferring of the Ph.D. degree
will be contingent upon majority Committee approval. Faculty members must have the final draft of
the dissertation at least three weeks before the scheduled defense.
Students cannot schedule a prospectus hearing or dissertation defense.
15
Defense Process
Phase 1: STUDENT PRESENTATION - open to public:
The student will make a 15-20 minutes presentation of the summary of his/her research.
Members of the public may be welcome to comment or ask questions. At the end of the
presentation, the chair will announce that guests are excused and have the option of
waiting in the faculty lounge on the 13th floor.
Phase 2: DELIBERATION BY STUDENT AND COMMITTEE MEMBERS - closed to public:
Committee members will take turn to ask the student question and deliberate to their
satisfaction. At the end of these deliberations, the student will be excused but reminded
not to go too far.
Phase 3: COMMITTEE MEMBERS DELIBERATIONS AND DECISION - committee members only:
Committee members will discuss and make a decision and sign the form accordingly.
Phase 4: ANNOUNCEMENT OF THE DECISION - Committee members and student:
At the discretion of the chair, the decision announcement to the student may be made at
the presence of the members of the public.
Steps After Defense
1.
Make sure your finished document complies with the rules in the Dissertation Format
Guidelines.
2.
Drop off your draft copy for an initial review to Graduate Studies, located in the Parker
Hannifin Hall 2nd floor.
3.
Once you receive the call/email from Grad Studies to pick up your draft copy, they will give
you a checklist for correction (if you followed rule #1 there won't be any), a Grad Studies
Survey, a form for microfilming your dissertation, and directions for submitting your
dissertation to Ohio LINK.
4.
Go to the Cashiers Window (1st floor Main Classroom Bldg.) to pay the $65.00 fee for
microfilming your dissertation.
5.
Come to Doc Studies office to pick up your signature sheets and your Notice of Completion
(NOC) form.
6.
Make your three copies of your dissertation (at least one must be copied on 25% cotton bond
paper). The Library no longer binds personal copies for students. You can contact the
Duplicating Dept. for information on binding your own personal copies of your dissertation
(216) 687-3707.
7.
Take your three copies of your dissertation, the NOC form, receipt for microfilming, completed
survey, microfilming form, and your dissertation on CD in PDF format to Grad Studies (PH 2nd
Floor) for final review and signing of your NOC.
16
DEADLINE DATES FOR GRADUATION
<<You must apply for graduation one semester in advance>>
Main Classroom 116 – (216) 687-5411
FALL SEMESTER, 2016
Dissertation Form & Commencement Abstract due no later than Oct. 21, 2016
Oral Defense completed no later than December 9, 2016
Dissertation & NOC filed in the Graduate Studies Office no later than Nov. 18, 2016*
SPRING SEMESTER, 2017
Dissertation Form & Commencement Abstract due no later than Mar. 24, 2017
Oral Defense completed no later than May 5, 2017
Dissertation & NOC filed in the Graduate Studies Office no later than Apr. 21, 2017*
FALL SEMESTER 2017
Dissertation Form & Commencement Abstract due no later than Oct. 20, 2017
Oral Defense completed no later than December 8, 2017*
Dissertation & NOC filed in the Graduate Studies Office no later than Nov. 17, 2017*
SPRING SEMESTER, 2018
Dissertation Form & Commencement Abstract due no later than Mar. 23, 2018
Oral Defense completed no later than May 12, 2018
Dissertation & NOC filed in the Graduate Studies Office no later than Apr. 20, 2018*
FALL SEMESTER, 2018
Dissertation Form & Commencement Abstract due no later than Oct. 22, 2018
Oral Defense completed no later than December 7, 2018
Dissertation & NOC filed in the Graduate Studies Office no later than Nov. 30, 2018*
SPRING SEMESTER, 2019
Dissertation Form & Commencement Abstract due no later than Mar. 22, 2019
Oral Defense completed no later than May 3, 2019
Dissertation & NOC filed in the Graduate Studies Office no later than April 26, 2019*
*If you go beyond this date, you will not receive your diploma at commencement.
If you submit your final dissertation to Grad Studies three weeks or more after the end of
the semester - you will have to change your graduation date.
IMPORTANT NOTE:
Only Candidates who submit their dissertation form and abstract on time are eligible to
participate in Commencement ceremonies. As part of the graduation requirements,
candidates will be given a Ph.D. Program Exit Survey at the time of their dissertation
defense.
17
GRIEVANCE PROCEDURE
There are three separate instances for student grievances: individual grievance, program/policy
grievance, and grade dispute:
Individual
Student will first meet with advisor to discuss grievance. If advisor is unable to settle grievance, the
next step is for the student to meet with the section chair of the student's specialization. If the
matter is still unresolved, the student can then take the matter to the Director of Doctoral Studies.
Program/Policy Grievance
Student(s) must contact one of the Student Representatives of the Doctoral Studies Committee who
will take the issue to the Doctoral Studies Committee who has the final say in the matter.
Grade Dispute (as stated in the university's Graduate Catalog)
In disputing a course grade, the burden is on the student to demonstrate that an error has occurred
or that a non-uniform standard was applied in the assignment of the course grade. If a student feels
that an instructor's assignment of a course grade is improper, the student should discuss the matter
with the instructor within forty-five days following completion of the semester in which the course
was taken.
If resolution does not result from this meeting, the student should promptly write to the
chairperson of the instructor's department (or an appropriately designated substitute), stating the
nature of the dispute and its justification. The chairperson will provide the course instructor with a
copy of the student's statement and any additional documents submitted. The instructor should
promptly respond, in writing, and a copy must be provided to the student. Further statements and
documentation may be collected, if necessary, by the chairperson.
Once the written record is complete, the chairperson meets with the student (and instructor if
possible in a three-way conference) to try to resolve the dispute. Any student who is not satisfied
with the outcome of the meeting with the instructor and the department chairperson may continue
the dispute by petitioning the College of Graduate Studies Grade Dispute Committee. In such cases,
the chairperson must promptly transmit a copy (paper or electronic) of all submitted documents,
including the chair's recommendation concerning the dispute, to the College of Graduate Studies
Grade Dispute Committee. The Committee will:
1.
2.
3.
4.
Inform both the student and the instructor of the Committee's membership;
Send both parties copies of all written documents received and any additional materials
gathered by the Committee;
Allow both parties to respond in writing to any new materials assembled; and
Schedule a hearing for the student and instructor to present their positions on the dispute.
Both the student and the involved faculty member are expected to be present at the hearing.
The recommendation of the College of Graduate Studies Grade Dispute Committee, along with a
copy of the entire grade dispute file, is forwarded for final decision to the University Admissions and
Standards Committee, which limits its review to the determination of the following of due process.
The decision of the University Admissions and Standards Committee is transmitted in writing to both
the student and the instructor. There is no further appeal within the University from the Admissions
and Standards Committee's decision. Where students or faculty may have concerns and desire a
review of decisions made; the policies for the College of Education and University appeal procedure
should be followed. Details about pursuing a grievance are available through the Office of Doctoral
Studies.
18
DOCTORAL STUDENT PARTICIPATION IN THE DOCTORAL STUDIES
COMMITTEE
The doctoral program in Urban Education is governed by a committee elected by the Graduate
Faculty. This committee sets policy for the Ph.D. program. The committee is chaired by the Director
of Doctoral Studies. Faculty members represent each Department of the College of Education and
each track in the program and are elected in the spring each year. The committee also includes two
doctoral student participants who are elected by their fellow students in the Fall Semester each
year. The student participants are non-voting representatives on the Doctoral Studies Committee.
DISMISSAL POLICY
The CSU Graduate Bulletin contains optional and mandatory dismissal policies relating to academic
grades and credits. The CSU Student Handbook details the University Policy on Academic
Misconduct such as plagiarism, cheating, completion of papers by individuals other than students,
theft, mutilation of library materials, etc. All references in those documents which describe reasons
and procedures for academic dismissal also apply to students in the Urban Education Doctoral
Program. The following policies, which are more specific to the experiences of a doctoral student,
also constitute grounds for dismissal from the Cleveland State University Urban Education Doctoral
Program:
1.
Dishonesty
a. Misrepresentation of previous degree(s), grade point average, work experience, or
references submitted during the application process (See: Graduate School Application)
b. Misrepresentation of Ph.D. status (for example, one is not considered a Ph.D. until
successful completion of all other degree requirements, the dissertation defense, and the
awarding of the degree by the University).
c. Misrepresentation of written academic work as one's own when work was written by
another individual and/or previously published by the original author. (See: University
Policy on Plagiarism in Graduate Bulletin)
d. Demonstration of misconduct in proposing, conducting, or reporting research, including
but not limited to the fabrication, falsification, and/or plagiarism of data or findings as
well as any purposeful failure to fully disclose ethical or legal conflicts of interest that
could directly and significantly affect the design, conduct, or reporting of research.
2.
Progress Towards Degree
a. Failure to register for and/or attend REQUIRED Core Courses as listed in the Doctoral
handbook (exceptions due to illness, scheduling conflicts, approved leave, previously
completed graduate work that substitutes for a core course, etc. may be granted by
permission of the Director of the Doctoral Program)
b. Failure to register for and/or attend Specialty Courses as required in the Doctoral
Handbook and/or approved by faculty advisor (exceptions due to illness, scheduling
conflicts, approved leave, previously completed graduate work, etc. may be granted by
permission of the Director of the Doctoral Program, faculty advisor, or dissertation chair).
19
c. Failure to complete coursework, comprehensive examination, and dissertation within the
six year limit (exceptions may be granted through petition to the Doctoral Studies
Committee with the written support of the advisor or dissertation chair).
3.
Doctoral Counseling Students and Clients
Whether children or adults, doctoral counseling students must follow ethical and professional
standards explicit through documents including: Code of Ethics and Standards, American
Counseling Association (1995), Ethical Principals, American Psychological Association (1992),
and the legal and ethical guidelines of the Cleveland State University Institutional Review
Board and relevant Ohio licensure codes and guidelines.
a. Failure to maintain confidentiality in the following situations:
1. Where the student has made oral or written commitment of confidentiality
2. Where confidentiality is required as part of an academic course
3. Where confidentiality is required by professional licensure or certification codes of
ethics
b. Grounds for dismissal also result when there has been:
Personal conduct that substantially impairs the individual's fulfillment of his/her
institutional responsibilities as a Teaching or Graduate Assistant, including but not limited
to drug or alcohol abuse; trafficking in illegal drugs; discriminatory practices intended to
deny any student (current or former) the opportunity for education or employment
because of race, color, religion, sex, sexual orientation, national origin, age, handicap or
disability, disabled veteran or Vietnam era veteran status; and/or any confirmed instances
of harassment, sexual harassment, and/or unwanted sexual conduct. Failure of teaching
and graduate assistants to comply with all applicable requirements of the Family Privacy
Act and related University policies as they pertain to the confidentiality of student grades,
records, and other personal information.
DOCTORAL STUDENT TRAVEL AWARD
The Office of Doctoral Studies, COEHS Dean’s Office, and Graduate Studies collaborate to support
professional activities that will enhance doctoral student research and scholarship. Travel funds are
available to assist doctoral students in presenting at international, national and regional professional
conferences.
Travel funds are limited; not all applications will be funded. Priority is given:
 To present multiple papers (invited or peer-reviewed) or to present an accepted paper and to
serve: on the program committee or at same conference, or as an officer in the professional
organization hosting the conference or holding a meeting at an international or national
conference.
 To present an invited or peer-reviewed and accepted paper/poster at a national or international
conference.
 To be a discussant on a panel or to serve as part of the organizing committee of a national or
international conference, or to attend a meeting related to an office held in a professional
organization.
Applications must be submitted no later than four weeks prior to conference/meeting date (see
Appendix A).
20
APPENDIX A
SAMPLES OF PROGRAM FORMS
(Available in Office of Doctoral Studies - JH 215)
21
CLEVELAND STATE UNIVERSITY/COLLEGE OF EDUCATION
OFFICE OF DOCTORAL STUDIES
FOREIGN LANGUAGE COMPETENCY EXAMINATION
Examination in several foreign languages is administered by the Cleveland State University Department of
Modern Languages for students seeking to meet the language requirement of the Ph.D. Program in Urban
Education.
INSTRUCTIONS:
1.
Contact the Office of Doctoral Studies for referral to an appropriate faculty member in the Department
of Modern Languages.
2.
Pay the $50.00 examination fee to the Bursar’s Office and present this receipt form to the Department
of Modern Languages.
3.
Select a book relevant to your area of study in the language in which you want to qualify. Consult with
your language professor on the acceptability of the book and instructions on how to prepare.
4.
Meet with your language professor for a one-hour examination on your book.
___________________________________
Student’s Name
_________________
Student Number
is approved to take an examination to meet the language requirement in ___________________________
(Language)
upon payment of a $50 examination fee.
CASHIER’S OFFICE
Official stamp indicates payment
____________________________
Director of Doctoral Studies
___________
Date
TO:
Office of Doctoral Studies, College of Education
From:
Department of Modern Languages
of $50 fee to Acct: 063-0010-0340-01
Date: ____________________
The Student listed above has taken the examination to qualify in
_____________________________
(Language)
and HAS/HAS NOT (circle one) demonstrated sufficient language facility.
_____________________________
Professor of Modern Languages
22
Doctor of Philosophy in Urban Education
PLAN OF COURSEWORK
Complete and return this form to your academic advisor for his/her approval and signature sometime during
the first semester of your third year of study. Your advisor will then forward it through the proper channels
for final approval. Your copy will be returned when all approvals have been obtained. Please type or print in
ink.
Name: _____________________________________________
Student ID#: _________________________
Address: ____________________________________________
City/State/Zip: _______________________
Home Phone: ___________________
Specialization: (Check one)
Counseling Psychology*
Counseling
Leadership and Life Long Learning
I.
III.
Learning & Development
Nursing Education
EDU 800 (3)
EDU 803 (4)
EDU 809 (4)
________ EDU 801 (3)
________ EDU 805 (4)
________ UST 716 (4)
________ EDU 807 (4)
________ EDU 806 (2)
________ Adv. Research
Specialization -- 20 Hours Minimum (List course number and credits)**
_______________ (______) _______________ (______)
_______________ (______)
_______________ (______) _______________ (______)
_______________ (______)
Electives (if any) - Computer Language and Psychology courses are listed here.
_______________ (______) _______________ (______)
IV.
Policy Studies
School Administration
Program Core -- 32 Total Hours (Date completed: i.e. F’14 = Fall 2014)
________
________
________
II.
Work Phone: __________________ Year Admitted: ____________
_______________ (______)
EDU 895: Doctoral Research/EDU 899: Dissertation Credit -- Minimum 15 Hours
(List course number and credit)
_______________ (______) _______________ (______)
_______________ (______)
_______________ (______) _______________ (______)
_______________ (______)
Total Research/Dissertation Hours
V.
Transferable Credits From Another Institution -- 16 hours maximum (List institution, course number
and credit hours). Note: Only post-master's courses are transferable.
_______________ (______) _______________ (______)
_______________ (______)
Total Program Hours (67 minimum)
__________________________________________________
Student's Signature
Date
_____________________________________
Advisor's Signature
Date
Signature of Program Director: ________________________________________________________________
*Counseling Psychology Specialization requires a minimum of 37 credits in counseling and 20 credits in general psychology core
**A maximum of six EDU 897 are permitted in 20 hours of specialization
23
PH.D. IN URBAN EDUCATION
EDU 897: INDIVIDUAL PROJECT
Name: ____________________________________________
Student ID: ____________________
Address: __________________________________________________________________________
Telephone No. (Home): ___________________________
No. of Credits: _________________
(Work): _______________________
Semester/Year: ________________________
Objective(s):
In this project, what outcome(s) are you seeking?
Learning Activities:
What will you do to achieve the stated outcome(s)? When will these be
completed? Include in your response a listing of resources needed.
Evaluation:
How will the supervisor be able to determine if the outcome(s) were achieved?
(paper, oral report, etc.)
Approvals:
___________________________________
Project Supervisor
PLEASE NOTE:
____________________________________
Director of Doctoral Studies
Agreement to supervise an independent study project must be secured
prior to registration. This form must be filed with the Office of Doctoral
Studies (JH 215) no later than the third week of the semester. Nonadherence to this procedure will result in a grade of X.
8/11
24
SCOPE OF RESEARCH ACTIVITY (SRA) FORM
EDU 895 B Doctoral Research
DIRECTIONS: Students, in consultation with their faculty supervisor, complete the top
portion of the SRA form, retain a copy and submit the original to the Office of Doctoral
Studies (JH 215) no later than the third week of classes.
Student’s Name: ____________________________
Student ID #: _____________
Semester: ____________________
Telephone No. (work) ___________ (home) __________
Email Address: _______________________________________
Title of Project (if known): _____________________________________________________
Faculty Supervisor: ________________________________
No. of Credits: _________
Work to be completed this semester:
Signatures: ______________________________
Student
_________________________________
Faculty Supervisor
GRADE SUBMISSION
The faculty supervisor should complete this bottom portion and submit it to the Office of
Doctoral Studies (JH 215) by the last week of classes.
________ Student has met the research goals set for this semester
________ Student has not met the research goals set for this semester
25
SCOPE OF RESEARCH ACTIVITY (SRA) FORM
EDU 899 B Dissertation
DIRECTIONS: Students, in consultation with their faculty supervisor, complete the top
portion of the SRA form, retain a copy and submit the original to the Office of Doctoral
Studies (JH 215) no later than the third week of classes.
Student=s Name:
Semester: ____________________
Student ID #: ________________ Telephone No. (work) __________ (home) ___________
Email Address: ____________________________________________
Title of Dissertation: _________________________________________________________
Faculty Supervisor: ____________________________________
No. of Credits:
Work to be completed this semester:
Signatures: ______________________________
Student
_________________________________
Faculty Supervisor
GRADE SUBMISSION
The faculty supervisor should complete this bottom portion and submit it to the Office of
Doctoral Studies (JH 215) by the last week of classes.
________ Student has made satisfactory progress towards dissertation this semester
________ Student has not made satisfactory progress towards dissertation this semester
26
Advisor Name: ________________________
PH.D. IN URBAN EDUCATION
APPLICATION FOR CORE COMPREHENSIVE EXAMINATIONS
INSTRUCTIONS: Comprehensive examinations are ordinarily scheduled two weeks before Fall and
three weeks into Spring semesters; the specialization examination is administered one month later.
A schedule of exact dates is available in JH 215. If you plan to sit for the examination, you must file
this form with the Office of Doctoral Studies (JH 215) no later than the published deadline.
Today’s Date: _______________________
Candidate’s Name: __________________________________________________________________
Address: ___________________________________________________________________________
___________________________________________________________________________
Phone No.: (Home) ____________________________
(Work) ___________________________
Student ID # __________________________________
Exam Semester/Year ________________
Please check below the examination(s) for which you are applying:
Core Examination (Friday)
Research Examination (Saturday)
Do you plan to handwrite or word process the examination? Please check one:
Handwrite
Word Process
Please Note:
If you decide to handwrite - immediately following the exam, copies will be made of your
handwritten exam (please write legibly). Originals will be kept in the Doctoral Studies Office and you
will be given the copies. You must then turn in the typed version of your handwritten exam one
week after the exam date. You cannot keep a copy of the exam questions.
27
Advisor Name: _________________________________
PH.D. IN URBAN EDUCATION
APPLICATION FOR SPECIALTY COMPREHENSIVE EXAMINATION*
INSTRUCTIONS: Comprehensive examinations are ordinarily scheduled two weeks before Fall and
three weeks into Spring semesters; the specialization examination is administered one month later.
A schedule of exact dates is available in JH 215. If you plan to sit for the examination, you must file
this form with the Office of Doctoral Studies (JH 215) no later than the published deadline.
Exam Semester/Year: _______________________
Today’s Date: ____________________
Candidate’s Name: __________________________________________________________________
Address: __________________________________________________________________________
Phone No.: (Home) ______________________________
(Work) _________________________
Specialization: _________________________________
Student ID# _______________________
Adult, Continuing, & Higher Education Track
Take Home Examination Option (2 out of 3 questions)
Learning & Development Track (Contingent upon completion of EDU 813)
Take Home Examination - Option 1 (2 out of 3 questions)
Take Home Examination - Option 2 (25-page paper)
Policy Studies Track and School Administration Track
Take Home Examination - Option 1 (2 out of 3 questions)
Take Home Examination - Option 2 (25-page paper)
Counseling Track
Take Home Examination Option (2 out of 3 questions)
Counseling Psychology Track
Sit Down – Part I – Intervention
Sit Down – Part II – Assessment
Sit Down – Part III – Career Development
* Students who have 16 hours of specialization credit already earned will be allowed to sit for the
specialization comprehensive examination during Fall Semester of the 2nd year in the program
(summer of 3rd year for Counseling Psych students).
28
CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION
OFFICE OF DOCTORAL STUDIES
FACULTY DISSERTATION COMMITTEE AGREEMENT
You have been recommended to serve on the dissertation committee of the student named
below. AN abstract of the dissertation proposal is attached. If you agree to participate in
this process, please sign this form and return to the Office of Doctoral Studies, JH 215.
Student:
Student ID
Address:
Specialization:
Dissertation Title:
I agree to serve as:
Committee Chairperson
Methodologist
Committee Member
for the student named above.
Signature:
Date:
_____________________________________________________________
Please Print Name:
Note to Student: Please include a 150-200 word abstract of the dissertation proposal with
this form including problem statement, significance of the problem and research design for
each committee member=s file. A copy of the abstract must also be submitted to the Office
of Doctoral Studies (JH 215). When forms with required signatures are returned to the
Office of Doctoral Studies, committee recommendation will be made to the College of
Graduate Studies.
29
DOCTORAL STUDENT TRAVEL APPLICATION
College of Education and Human Services
Office of Doctoral Studies
Urban Education Doctoral Program
Purpose
The purpose of this application is to support professional activities that will enhance doctoral student research
and scholarship in the College. Because presentations at professional conferences are an important aspect of
doctoral education, funds will be made available to assist doctoral students in presenting at international,
national and regional professional conferences.
Eligibility
Only doctoral students in the Urban Education Doctoral Program are eligible to apply for funding. In general,
doctoral students are eligible for only one award during each fiscal year.
Available Support and Application Process
Please complete the application and attach documentation supporting your application, such as letters of
invitation, call for papers, acceptance of paper, documentation of travel costs (i.e., airfare, mileage, registration
fee, etc.)
Funding Priorities
This program is competitive and, because of limited funds, not all applications will be funded. The following
criteria will be used in determining which professional development activities will be funded.
Higher Priority
Lower Priority
 Travel expenses to present multiple papers
(invited or peer-reviewed) or to present an
accepted paper and to serve: on the program
committee or at same conference, or as an
officer in the professional organization hosting
the conference or holding a meeting at an
international or national conference.
 Travel expenses to present an invited or peerreviewed and accepted paper/poster at a
national or international conference.
 Travel expenses to be a discussant on a panel or
to serve as part of the organizing committee of a
national or international conference, or to
attend a meeting related to an office held in a
professional organization.
 Travel expenses to present a non-peer reviewed
paper/poster at a conference or to serve as a
chair a section or a symposium without
presenting a paper.
 Travel expenses to chair a section or present a
paper at a state conference.
 Travel expenses to chair a section or present a
paper at a regional/local conference.
 Travel expenses to attend a conference,
workshop or seminar where the student is not
presenting.
Application Deadlines
Completed applications must be submitted to the Office of Doctoral Studies by 5 PM on the following
deadline dates (or at least weeks prior to travel). If the date falls on a weekend or holiday,
applications are due on the next regular workday following the deadline date.
September 1st
December 1st
March 1st
30
College of Education and Human Services
Office of Doctoral Studies
Doctoral Student Travel Application
APPLICATION
Applicant Name:
Specialization:
Cohort:
Description of Professional Travel:
(Attach documentation supporting your application, such as letters of invitation, call for
papers, acceptance of paper, documentation of travel costs (i.e., airfare, mileage,
registration fee, etc.)
EXPENSES (estimations)
Conference Registration:
Airfare:
Mileage:
Hotel:
Per Diem/Meals:
Other (list):
Required Signature:
_____________________________________________________________________________________________________
Applicant
Date
31
CLEVELAND STATE UNIVERSITY COLLEGE OF EDUCATION
OFFICE OF DOCTORAL STUDIES
FACULTY DISSERTATION COMMITTEE AGREEMENT
You have been recommended to serve on the dissertation committee of the student named below.
AN abstract of the dissertation proposal is attached. If you agree to participate in this process,
please sign this form and return to the Office of Doctoral Studies, JH 215.
Student: ______________________________________
Student ID: _____________________
Address: __________________________________________________________________________
Specialization: _____________________________________________________________________
Dissertation Title: __________________________________________________________________
I agree to serve as:
Committee Chairperson
Methodologist
Committee Member
for the student named above.
_____________________________________
Print Name
_________________________________________
Signature
Date
Note to Student:
Please include a 150-200 word abstract of the dissertation proposal with this form including problem
statement, significance of the problem and research design for each committee member=s file. A
copy of the abstract must also be submitted to the Office of Doctoral Studies (JH 215). When forms
with required signatures are returned to the Office of Doctoral Studies, committee
recommendation will be made to the College of Graduate Studies.
32
This form MUST be downloaded from:
http://www.csuohio.edu/offices/spr/irb/irbprotocolsubmissionforms/index.html
33
34
This form MUST be downloaded from:
http://www.csuohio.edu/offices/spr/irb/irbprotocolsubmissionforms/index.html
35
This form MUST be downloaded from:
http://www.csuohio.edu/offices/spr/irb/irbprotocolsubmissionforms/index.html
36
This form MUST be downloaded from:
http://www.csuohio.edu/offices/spr/irb/irbprotocolsubmissionforms/index.html
37
This form MUST be downloaded from:
http://www.csuohio.edu/offices/spr/irb/irbprotocolsubmissionforms/index.html
38
APPENDIX B
SEQUENCE OF COURSES
39
COURSE SEQUENCE FOR SEMESTERS
YEAR I
FALL (7)
EDU 800: Adv. Research Design & Measurement (3)
EDU 803: The Life Cycle: Development & Learning I (4)
SPRING (7)
EDU 801: Inferential Statistics (3)
EDU 805: Cultural Foundations of Education I (4)
SUMMER (9-10)
EDU 806: Cultural Foundations of Ed. II (2)
EDU 715: Computer Program with Statistical Packages (4) (Elective)
Specialization (3-4)
YEAR II
FALL (9-10)
EDU 807: Introduction to Qualitative Research (4)
EDU 809: Organizational Change & Behavior (4)
EDU 895: Doctoral Research (2)
SPRING (10)
UST 716: Systems & Processes of Policy Development (4)
EDU 802: Adv. Quantitative Research (3) OR EDU 808: Adv. Qualitative Research (4)
EDU 895: Doctoral Research (2)
SUMMER (5-6)
Specialization (3-4)
EDU 895: Doctoral Research (2)
YEAR III
FALL, SPRING, AND SUMMER (4-5)
Specialization (3-4)
EDU 895: Dissertation (1) OR EDU 899: Dissertation (1)
40
SEQUENCE OF COURSES FOR
COUNSELING PSYCHOLOGY SPECIALIZATION
YEAR I
Fall Semester:
EDU 800: Adv. Research Design & Msrmnt.
CNS 665: Professional Issues
CNS 703: Personality Assessment
PSY 591: Lifespan Development I
Spring Semester:
EDU 801: Inferential Statistics
CNS 712: Theories of Personality
PSY 592: Lifespan Development II
Summer Semester:
EDU 715: Language Requirement
EDU 806: Cultural Foundations
CNS 702: Individual Testing
YEAR II
Fall Semester:
CNS 780: Doctoral Practicum I
CNS 825: Advanced Career
EDU 807: Intro. Qualitative Research
EDU 809: Organizational Change
Spring Semester:
UST 716: Urban Policy
CNS 780: Practicum I
PSY 525: Social Psychology
PSY 562: Learning
Summer Semester:
CNS 738 – Family Counseling
Comprehensive Exam - Research
Comprehensive Exam - Core
YEAR III
Fall Semester:
PSY 588: History of Psychology
CNS 781: Doctoral Practicum II
CNS 888: Research in Counseling
EDU 895: Doctoral Research (2 credit)
Spring Semester:
CNS 781: Doctoral Practicum II
CNS 826: Supervision
EDU 802: Adv. Quantitative Research (opt)
EDU 808: Adv. Qualitative Research (opt)
EDU 895: Doctoral Research (2 credit)
Summer Semester:
EDU 895: Doctoral Research (2 credits)
YEAR IV
Fall Semester:
PSY 667 Neuro
EDU 895: Doctoral Research (1 credit)
Comprehensive exam: Specialization
Dissertation Proposal Hearing
Spring Semester:
EDU 899: Dissertation
Dissertation Defense
YEAR V
Fall Semester:
CNS 782: Pre-doctoral internship (1 credit)
Spring Semester:
CNS 782: Pre-doctoral Internship (1 credit)
Graduation upon Success Completion of Internship
(typically either June 30 or August 31)
41
APPENDIX C
SPECIALIZATION COURSEWORK
42
COUNSELING PSYCHOLOGY
Counseling Psychology requires prior Master’s study in counseling, psychology, or a closely related field. This
specialization trains counseling psychologists who have the requisite knowledge base and therapeutic skills for
entry into the practice of professional psychology and competent practice within a multicultural diverse urban
society, and will contribute to and/or apply the scientific knowledge base of psychology using skills in research
methods. This curriculum meets academic prerequisites for eligibility for licensing as a psychologist in the State of
Ohio.
Minimum Prerequisites
CNS 604
CNS 611
CNS 617
CNS 620
CNS 622
CNS 623
Social and Cultural Foundations
Appraisal in Counseling
Ethical & Legal Issues in Counseling
Laboratory in Counseling Techniques
Theories of Counseling
Group Counseling
CNS 624
CNS 685
CNS 706
EDB 601
ALD 603
Career Development
(2 semesters) or CNS 686 and CNS 687 Practicum in Counseling
Psychopathology and Diagnosis for Counselors
Educational Research
Lifespan Development
URBAN EDUCATION DOCTORAL SEMINARS (24 semester hours)
Core Seminar (20 semester hours)
EDU 800: Advanced Research Design and Measurement (3)
EDU 801: Inferential Statistics and Hypothesis Testing (3)
EDU 806: Cultural Foundations of Education II: Race and Ethnicity (2)
EDU 807: Introduction to Qualitative Research in Education (4)
EDU 809: Urban Education: Organization Change and Development (4)
UST 716: Systems & Processes of Policy Development (4)
Advanced Research (3-4 semester hours)
EDU 802: Advanced Quantitative Research (4)
EDU 808: Advanced Qualitative Research (3)
REQUIRED COUNSELING PSYCHOLOGY COURSES (52 credits)
General Psychology Core (15 Credits)
PSY 525: Social Psychology (3)
PSY 588: History of Psychology (3)
PSY 591: Lifespan Development I (3)
PSY 592: Lifespan Development II (3)
CNS 712: Theories of Personality and Counseling (3)
Professional Core in Counseling Psychology (37 Credits)
CNS 665: Professional Issues (3)
CNS 702: Individual Intelligence Testing (3)
CNS 703: Personality Assessment (3)
CNS 738: Family Counseling (3)
CNS 825: Advanced Career Development: Theory and Practice (3)
CNS 826: Fundamentals of Supervision and Consultation (4)
CNS 888: Research & Evaluation in Counseling (4)
CNS 780: Doctoral Practicum in Counseling Psychology I (6)
CNS 781: Doctoral Practicum in Counseling Psychology II (6)
CNS 782: Pre-doctoral Internship in Counseling Psychology (2)
Doctoral Electives
CNS 827:
CNS 828:
CNS 732:
CNS 663:
Adv. Family Issues in Counseling
Adv. Counseling Theory Seminar
Advanced Group Counseling
Women and Mental Health
CNS 771: Using the Current DSM: Diff. Diagnosis
CNS 670: Counseling Children and Adolescents
CNS 634: Counseling and Spirituality
43
SPECIALIZATION COURSES IN COUNSELOR EDUCATION
Twenty Semester Hours (minimum) Required in Counseling Specialty
Required of all Ph.D. students with counseling specializations
CNS 712
Counseling: Comparative Theories
CNS 781
Internship in Counseling
CNS 888
Research & Evaluation in Counseling
4
3
4
11
Complete 9 additional hours from the following:
Clinical Counseling Licensure Track
CNS 706
Psychopathology for Counselors
CNS 782
Internship in Diagnosis & Treatment
CNS 727
Advanced Family Issues Counseling
CNS 702
Individual Intelligence Testing
CNS 709
Psychopharmacology
CNS 703
Personality Assessment
CNS 670
Counseling Children and Adolescents
CNS 771
Using Current DSM
CNS 633
Women and Mental Health
4
3
3
3
3
3
3
4
4
Pupil Personnel Administration Track
ADM 613 School Law
ADM 614 Administration Principles and Practice
ADM 676 Clinical Supervision and Professional Development
ADM 743 School Finance and Economics
ADM 880 Internship
ADM 615 Instructional Leadership and Pupil Personnel Administration
ADM 618 Staff Personnel Administration
ETE 565
Technology in Education
4
4
4
4
4
4
2
4
Other Courses as Approved by the Counseling Section Faculty
Prerequisites: The counseling specialty is built upon a Master's degree in counseling. Students
entering the program with degrees completed some time ago may need additional prerequisites.
Students seeking clinical counselor licensure or pupil personnel certification can expect to take 28-32
semester hours in the specialization, not the minimum 20 hours. Only 4 hours of internships may be
applied to the Ph.D.
11/04
44
PH.D. IN URBAN EDUCATION
ADULT, CONTINUING, & HIGHER EDUCATION SPECIALIZATION
The Adult, Continuing, and Higher Education (UEAE) specialization is a non PreK-12 track designed to prepare
students and working professionals for careers as practitioners in organizations or for faculty positions directly
related to the delivery of educational services for adults. The UEAE specialization provides opportunities for
students to engage in an enriched program of academic study grounded in the field of adult education and
higher education scholarship, equipping the UEAE graduates with the knowledge and skills to apply cutting
edge research to adult education research and practice in diverse contexts.
Students who study in the Adult, Continuing, and Higher Education track should have experience and/or
coursework in each of the following areas: (1) adult learning; (2) administrative decision-making and problemsolving positions in adult, continuing, or higher education, (3) planning, budgeting, and continuing professional
education; and (4) professional ethics. Each student should meet at an early date with his/her academic
advisor to plan a series of specialization courses that will supplement the student's experience and prior study
in these four areas to inform their dissertation work.
PRE-REQUISITE COURSE
ALD 607 (4) Adult Education in a Changing Society
Required Leadership and Life-Long Learning Courses (20 semester hours)
ALD 606 (4) Modern Higher Education in a Changing Society
ALD 800 (4) Leading Continuing Education for Professionals
ALD 801 (4) Adult Learning Theory and Research
ALD 802 (4) Advanced Seminar in Adult Learning & Development
ALD 889 (4) ALD Research Seminar and Proposal Writing
Electives (minimum 4 semester hours)
All students in the Adult, Continuing, & Higher Education track may select from the following list.
Courses not listed may be included in the student's specialization with the Advisor and Program
Director's approval.
Department of CASAL Courses (Semester Credits)
ADM 674 (4) Special Education Law
ADM 677 (4) Legal and Policy Issues in Education
ADM 737 (3) Ethics in Education
ALD 606 (4) Modern Higher Education in a Changing Society
ALD 631 (4) Group Dynamics for Educational Leadership
ALD 646 (4) Human Resource Development for Adult Educators
ALD 664 (4) Instructional Principles for Adult Learners
ALD 665 (4) Student Personnel Services in Higher Education
ALD 679 (4) Marketing, Budgeting & Proposal Writing in Non-Profit Organizations
ALD 700 (4) Issues in Multicultural Foundations of Urban Adult Education
ALD 745 (4) Organizational Behavior and Change
College of Education Courses (Semester Credits)
EDB 624 (3) Career Development and Information Service
EDB 628 (3) Psychology of Learning and Instruction
EDB 711 (4) Educational Evaluation and Innovation
EDL 514 (3) Adult Literacy
PED 560 (4) Program Development and Management
HED 551 (4) Organization & Administration of Community Health Programs
45
Courses Outside the College of Education (Semester Credits)
COM 510 (4) Organizational Communication
COM 548 (4) Managing Organizational Teams
MKT 501 (3) Marketing Theory and Practice
MLR 501 (3) Management and Organizational Behavior
MLR 504 (3) Organizational Theory and Design
MLR 555 (3) Trends in Employee Relations and the Quality of Working Life
MLR 577 (3) Managerial Skill Development
MLR 601 (3) Human Resources Management and Labor Relations
MLR 605 (3) Organizational Development
MLR 607 (3) Total Quality Management/Continuous Quality Improvement
MLR 641 (3) Employment Planning, Personnel Selection, and Training
PSY 522 (4) Organizational Psychology
PSY 570 (4) Learning & Behavior Change in Children & Adults
SOC 588 (4) Sociology of Work and Organization
SOC 684 (4) Urban Social Change
SWK 632 (3) Human Behavior and Social Environment: Large Systems
SWK 673 (3) Introduction to Community Organization and Planning
UST 572 (4) Conflict Management
UST 603 (4) Public Finance and Economics
UST 607 (4) Introduction to Urban Planning
UST 625 (4) Strategic Thinking
UST 632 (4) Organizations and Management in the Public Sector
UST 634 (4) Ethics in the Public Sector
UST 670 (4) Introduction to Law and Public Policy
Selection of specialty courses requires advisor approval. Courses other than those listed above may
be applied with approval.
08/2013
46
PH.D. IN URBAN EDUCATION
SPECIALIZATION IN LEARNING & DEVELOPMENT
This specialization requires a minimum of 20 semester hours of coursework. The program emphasis
consists of five related components:
1.
8 semester hours of course credit specific to research, theory, and application in the
individual differences domain:
EDU 811: Seminar in Cognitive and Intellectual Development (3)
EDU 812: Seminar in Emotional and Social Development (3)
EDU 813: Seminar in Intervention Research (2)
2.
Four-hour block in educational evaluation and innovation:
EDB 711: Educational Evaluation and Innovation (4)
3.
8 additional elective hours tailored to the candidate's intellectual and professional interests:
(Please note: These suggested offerings are not intended to be exhaustive.)
ALD 605
ALD 607
ECE 511
ECE 512
ECE 513
EDB 620
EDB 628
EDB 671
EDC 500
EDC 501
CNS 624
CNS 633
CNS 678
CNS 712
ESE 500
ESE 501
ESE 512
ETE 565
HED 571
HED 573
HED 574
HPR 606
PED 550
PED 572
MLR 704
MLR 709
Psychology of the Adult Learner (3)
Adult Education in a Changing Society (4)
Infant and Toddler Development and Education (3)
Collaboration with Families in Early Childhood Settings (3)
Motivation and Moral Development in Young Children (3)
Psychology of the Adolescent Learner (3)
Psychology of Learning and Instruction (3)
History of Minority Education (3)
Diversity in Educational Settings (3)
Child Development (3)
Career Development and Information Services (4)
Women in Mental Health (4)
Foundations of School Counseling (4)
Theories of Personality and Counseling (4)
Teaching Students of Varying Abilities (3)
Introduction to Mild/Moderate Disabilities (4)
Collab. & Partnerships among Parents & Professionals in Spec. Ed. (4)
Technology in the Classroom (4)
Substance Abuse Education (3)
Teaching Human Sexuality (3)
Stress Management (3)
Human Development (3)
Psychology of Sport and Exercise (4)
Physiology of Aging (3)
Interpersonal Relations and Group Dynamics (3)
Individual Differences: Their Assessment & Managerial Implications (3)
47
COM 534
COM 535
PSY 525
PSY 542
PSY 545
PSY 549
PSY 550
PSY 562
PSY 570
PSY 582
PSY 587
PSY 588
PSY 611
PSY 671
SWK 611
SWK 631
SWK 632
SWK 685
SOC 518
SOC 661
4.
Ethnographic/Qualitative Research Methods (4)
Participant Observation/Interviewing Methods (4)
Social Psychology (4)
Theories of Personality (4)
Advanced Child Psychology (4)
Aging and Mental Health Issues (4)
Child and Adolescent Development and Disorders (4)
Learning, Memory, and Cognition (4)
Learning and Behavior Change in Children and Adults (4)
Personality Theory and Research (4)
Personality Assessment (4)
History and Systems of Psychology (4)
Advanced Data Analysis with Computer Applications (4)
Stress, Abuse, and Trauma (4)
Dynamics of Racism and Discrimination (3)
Human Behavior and Social Environment: Small Systems (3)
Human Behavior and Social Environment: Large Systems (3)
Social Work Practice with Families and Children (3)
Childhood and Adolescence (4)
Aging and the Life Course (4)
The selection of a related dissertation research topic.
N.B. 500-level courses are not to exceed 8 hours.
Those students with interests in such fields as health care delivery and urban studies are encouraged
to discuss the Health Administration specialization courses in the College of Business and additional
offerings in the Urban Affairs College with their doctoral program adviser.
Revised 7/2000
48
PH.D. IN URBAN EDUCATION
SPECIALIZATION IN NURSING EDUCATION
This specialization prepares professional nurses for faculty positions in nursing education leadership
roles. Applicants must hold a Master of Science in Nursing degree, an active unrestricted nursing
license, and have recent experience in nursing practice and/or education. The core and
specialization courses will expand their understanding of the various aspects of educating individuals
to function in a complex applied discipline. The research sequence will prepare them to engage in
original research in areas related to educating nurses at all levels.
This specialization requires a minimum of 20 hours of coursework which includes:
EDT 602
NUR 710
NUR 730
NUR 740
NUR 760
NUR 780
Instructional Design & Analysis (3 credits)
Evaluation in Nursing Education (3 credits)
Scholarship of teaching & practice in Nursing Ed. (4 credits)
Intensive Teaching Practicum (3 credits)
Adv. Nursing Curriculum Design (4 credits)
Professional Role in Nursing Education (3 credits)
* Students wishing to replace a course listed above with another will need to seek permission from
the School of Nursing through their advisor.
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URBAN EDUCATIONAL POLICY STUDIES
SPECIALIZATION COURSES
This specialization requires a minimum of 20 hours of coursework. Beyond the core requirement,
student will select one of the areas of concentration.
Core Requirements (At least 10 hours as follows)
!
!
EDU 814 Urban Educational Policy (3)
Any two of the following courses:
ADM 677
ADM 743
EDB 604
EDB 606
EDB 608
EDB 609
EDB 612
EDB 671
EDB 693
EDB 711
Legal and Policy Issues in Education (4)
School Finance and Economics (4)
Social Issues and Education (3)
Philosophy of Education (3)
School and Society in the American Past (3)
Comparative and International Education (3)
Curriculum Theory and Instruction (3)
History of Minority Education (3)
Special Topics in Curriculum and Foundations (1-4)
Educational Evaluation and Innovation (4)
Areas of Concentration (at least 10 semester hours)
A. Individually Designed Concentration
B. Policy Foundations
ADM 677
ADM 743
ALD 606
EDB 604
EDB 606
EDB 608
EDB 609
EDB 612
EDB 671
EDB 693
EDB 711
Legal and Policy Issues in Education (4)
School Finance and Economics (4)
Modern Higher Education in a Changing Society (4)
Social Issues and Education (3)
Philosophy of Education (3)
School and Society in the American Past (3)
Comparative and International Education (3)
Curriculum Theory and Instruction (3)
History of Minority Education (3)
Special Topics in Curriculum and Foundations (1-4)
Educational Evaluation and Innovation (4)
C. Urban Affairs
UST 606
UST 622
UST 624
UST 625
UST 632
UST 634
UST 662
UST 664
UST 670
Evolution of Human Settlements (4)
Economic Development Policy (2)
Anti-Poverty Policy (2)
Strategic Thinking (4)
Organizations and Management in the Public Sector (4)
Ethics in the Public Sector (4)
Urban Housing Policy (4)
Neighborhood Development (4)
Introduction to Law and Public Policy (4)
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D. Sociology
SOC 513
SOC 516
SOC 517
SOC 540
SOC 541
SOC 545
SOC 580
SOC 583
SOC 588
SOC 640
SOC 662
SOC 684
Sociology of Education (4)
Sociology of Aging (4)
Sociology of Gender (4)
Criminology (4)
Juvenile Delinquency (4)
Social Control (4)
Sociology of Minorities (4)
Political Sociology (4)
Sociology of Work and Organization (4)
Sociological Theory (4)
Deviance and Social Control (4)
Urban Social Change (4)
F. History
HIS 503
HIS 504
HIS 505
HIS 507
HIS 508
HIS 509
HIS 511
HIS 518
HIS 524
HIS 525
HIS 527
Recent U. S. Social History (4)
U. S. Urban History (4)
Social Thought of African Americans (4)
History of Cleveland (4)
20th-Century American Labor History (4)
American Immigrant History (4)
Introduction to Public History (4)
History of the Family in America (4)
Defining Black America (4)
Black America Since 1945 (4)
American Sexual Politics and Communities (4)
Revised 8/12
51
PH.D. IN URBAN EDUCATION
COURSEWORK FOR THE SCHOOL ADMINISTRATION SPECIALIZATION
Students desiring to pursue career goals in school administration (K-12) must complete the following
in their Ph.D. program:
Coursework equivalent to the Cleveland State University Master's program in
elementary or secondary administration or the equivalent (for example,
administration certification -- see minimum prerequisites listed below)
The graduate core course requirements in the present CSU Master's in Administration program
(social or philosophical foundations, psychological foundations, and research) can be satisfied by
either previous coursework or successful completion of the Ph.D. core requirements. Completion of
the minimum prerequisites may lead toward but does not necessarily result in completion of
administration certification requirements.
Minimum Prerequisites
Candidates for a Ph.D. in Urban Education with a specialization in School Administration (K-12) must
meet the following minimum prerequisites:
1. Applicants who have a master's degree in School Administration from a recognized program
meet all prerequisites.
2. Applicants not possessing a master's degree in School Administration must complete all of the
following courses or their equivalent, in addition to the specialization courses required for the
doctoral program:
ADM 612
* ADM 613
ADM 614
* ADM 615
* ADM 618
* ADM 676
* ADM 681
OR
* ADM 682
OR
* ADM 683
ADM 742
Curriculum Theory and Instruction
School Law
Administration Principles and Practice
Instructional Leadership and Pupil Personnel Admin.
Staff Personnel and Administration
Clinical Supervision and Professional Development
Elementary School Administration: Theory & Practicum II
3
4
4
4
2
4
4
Middle School Administration: Theory and Practicum II
4
Secondary School Administration: Theory and Practicum II
(ADM 681, 682, and 683 are two semester courses with the second
semester taken in the last 9 hours of the program.)
Collective Bargaining and Contract Management
4
* Prerequisite: ADM 614
52
2
School Administration Courses
Required Courses (8 semester hours):
ADM 831 Implementing Public Policy in Schools and Universities (4)
ADM 889 Advanced Seminar in Administration (4)
Electives (minimum 12 semester hours):
School Administration students may select from the following approved courses:
Department of CASAL Courses:
ALD 606 Modern Higher Education in a Changing Society (4 credits)
ALD 645 Organizational Behavior and Change (4 credits)
ADM 618 Staff Personnel Administration (2 credits)
ADM 642 Collective Bargaining and Contract Management (2 credits)
ADM 643 School Finance and Economics (4 credits)
ADM 652 School Business Management and School Facilities (4 credits)
ADM 674 Special Education Law (4 credits)
ADM 676 Clinical Supervision and Professional Development (4 credits)
ADM 677 Legal and Policy Issues in Education (4 credits)
ADM 811 The School Superintendency (4 credits)
ADM 830 Evaluating Educational Policy Making at the Federal and State Levels (4 credits)
ADM 833 Seminar in Urban Education (4 credits)
College of Education Courses:
EDB 565 Technology in the Classroom
EDB 711 Educational Evaluation and Innovation
Courses Outside the College of Education:
UST 550 Law and Urban Policy
UST 560 Urban Political Practices
UST 563 State and Local Finance
UST 572 Leadership of the Urban Organization
UST 602 Urban Economic Analysis
UST 640 Organizational Management
UST 641 Management of Urban Organizations
ACT 501 Accounting Functions in Business
ECN 501 Macroeconomic Analysis
ECN 502 Microeconomic Analysis
MLR 501 Management and Organizational Analysis
MLR 502 Behavioral Science for Organizations
MLR 504 Organizational Design
MLR 523 Labor Relations in Public Employment
MLR 577 Managerial Skill Development
MLR 605 Organizational Development
PAD 621 Public Administration and Economic Policy
Selection of specialty courses requires advisor approval. Courses other than those listed above may
be applied with approval. Selection of specialty courses requires advisor approval. Courses other
than those listed above may be applied with approval.
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APPENDIX D
DISSERTATION FORMATTING GUIDELINES
54