EARLY ADMISSIONS FOR ENROLLMENT BEGINNING SUMMER OR FALL SEMESTER

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1 UNIVERSITY OF UTAH GRADUATE SCHOOL OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION M.S./Ph.D. Program INTRODUCTION AND OVERVIEW The Department of Special Education offers a combined Master's of Science and Doctoral Program. The program is designed for students who do not hold a Master's Degree in Special Education and are interested in pursuing extended graduate study in the field. Students admitted to the program must complete the requirements for the M.S. in Special Education prior to initiating their doctoral work. The M.S./Ph.D. program is structured to prepare leadership personnel for universities and human service agencies. It is expected that students admitted to the program will develop the ability to analyze and synthesize existing knowledge as a basis for the creation and dissemination of new information. Thus, graduates are seen as individuals who can extend the field's knowledge base, regardless of their professional role. Students entering the program are expected to have direct experience in the design and implementation of service programs for persons with disabilities. In cases where applicants are admitted to the program without such background, they will be required to enroll in coursework and/or field experiences that facilitate the development of the necessary skills. OVERVIEW OF THE PH.D. PROGRAM The Ph.D. program in the Department of Special Education prepares doctoral candidates for faculty positions in higher education with specializations in early childhood special education, mild to moderate disabilities, or severe disabilities. The Ph.D. program of study focuses on designing and conducting scientifically-based research in special education, effectively preparing special education teacher candidates, and providing service to the profession and community. Our mission is to prepare doctoral candidates to develop and disseminate knowledge that will improve the education of students with disabilities through research, teaching, and service. To effectively prepare new leaders for roles in higher education, the Ph.D. program is competency and field-based; focused on diverse faculty roles and responsibilities; and transcends scientifically-based research into effective practice. EARLY ADMISSIONS FOR ENROLLMENT BEGINNING SUMMER OR FALL SEMESTER The Department of Special Education offers qualified applicants early admission to its Ph.D. Program for enrollment beginning summer or fall semester. Students seeking early admission may submit their completed application materials at any time during the calendar year. Students who do not seek early admission must complete their application materials by the third Friday in March in order to be considered for admission to the following summer or fall semester. Contact Patty Davis, Academic Advisor in the Department of Special Education ( or pdavis@ed.utah.edu) for more information on admission timelines. 1

2 STUDENT FINANCIAL SUPPORT FOR DOCTORAL STUDIES Currently the Department does not have a stable source of funding for doctoral students entering the program. We are hoping to obtain ongoing federal funding to support students as we have been able to do so in the past. However, at the current time we do not have such funding available. We will do our best to provide students with opportunities to serve as TA s, RA s, and teaching classes in order to provide some funding support. However, it is important to note that we cannot promise any such opportunities at the current time. ADMISSIONS REQUIREMENTS The Admissions Office has implemented a new online application process called APPLYYOURSELF. Go to: If you have any questions, click on technical support. Each applicant must UPLOAD the following on the APPLYYOURSELF system: Cover letter of intent to pursue doctoral study in special education. Professional position statement (1000 words or less) that includes rationale for pursuing the Ph.D. in special education, discussion of primary area of interest (early childhood special education, mild/moderate disabilities, or severe disabilities) and career goals in higher education. Names and addresses from outside evaluators on the APPLYYOURSELF system Fill out the Graduate School Application for Admission to the Graduate School. on the APPLYYOURSELF system Official undergraduate and graduate transcripts Official copy of Graduate Record Examination (GRE) General Test scores (verbal, quantitative, and analytical/writing subtests). Applicant GRE test scores must be within the past five years. NOTE: International students are also required to take the Test of English as a Foreign Language (TOEFL). For the paper-based test, a score of 600 is required, and for the computer-based TOEFL, a score of 250 is required. International students whose native language is English should check with International Admissions ( ) about requirements for taking the TOEFL-iBT. This test is internetbased and has an oral component to it. The following minimum scores are required for the TOEFL- ibt: Reading 22 (preferred score = 25) Listening 22 (preferred score = 25) Speaking 23 (preferred score = 25) Writing 23 (preferred score = 25) Therefore, the minimum total score is 90 and the preferred total score is 100. Personal Interview with Faculty in the Department of Special Education Each Ph.D. program applicant is required to participate in personal interviews with the Chair of the Department of Special Education and a faculty member with expertise in the applicant s primary area of interest. These interviews must be scheduled prior to the Admissions Committee s review of the candidate s completed admissions file. 2

3 ADMISSIONS CRITERIA The Ph.D. Program Admissions Committee will review the following information in evaluating a candidate s qualifications for admission: Content, clarity, and organization of applicant s letter of intent, application for admissions, professional position statement, and professional resume. Graduate Record Examination scores: General Test (verbal, quantitative, and analytical/writing). NOTE: International students are also required to take the Test of English as a Foreign Language (TOEFL). For the paper-based test, a score of 600 is required, and for the computer-based TOEFL, a score of 250 is required. International students whose native language is English should check with International Admissions ( ) about requirements for taking the TOEFL-iBT. This test is internetbased and has an oral component to it. The following minimum scores are required for the TOEFL- ibt: Reading 22 (preferred score = 25) Listening 22 (preferred score = 25) Speaking 23 (preferred score = 25) Writing 23 (preferred score = 25) Therefore, the minimum total score is 90 and the preferred total score is 100. Faculty recommendations from personal interview with applicant. Undergraduate GPA: 3.00 or above is required. Graduate GPA: 3.00 or above is required; 3.50 or above is recommended. Masters degree is required for admission to the Ph.D. program unless applicant is applying for admission to the combined MS/Ph.D. program. Recommendations from three outside reviewers as completed on Department of Special Education Recommendation Form (Form B) 3

4 Department of Special Education MASTER OF SCIENCE (WITHOUT Teacher Licensure) COURSE WORK I. Research Design and Methods...9 Semester Hours Special Education 6610 (3) Introduction to Research Methods (3) Special Education 7010 (3) Group Design & Research Analysis (3) (Prerequisite SPED 6610) Students must select one of the following courses: Special Education 7020 (3) - Single Subject Research Design A qualitative research course (3) (e.g., Education Psychology 7420) Educational Psychology 7460 (3) - Program Evaluation Educational Psychology 6010 (3) - Introduction to Statistics and Research Design Educational Leadership and Policy 6050 (3) - Program Evaluation II. Elective Graduate Courses...9 Semester Hours 1 Students with the approval of their graduate advisor may select courses from the list below to complete the elective graduate course requirement. SPED 6631, Assessment and Instructional Interventions for Reading Difficulties (3 credit hours) Assistive Technology Courses (up to 9 credit hours, available summers only) SPED 6611, Augmentative and Alternative Communication Recommended Practices (3 credit hours) SPED 6612, Electronic Communication Aids (3 credit hours) SPED 6613, Augmentative and Alternative Communication Instructional Strategies (3 credit hours)sped 6630, Collaborative Educational Problem-Solving (3 credit hours, available summers only) SPED 6620, Parent/Professional Collaboration (3 credit hours) Teacher Education Courses Teacher Education Core Early Childhood Special Education Mild to Moderate Disabilities Severe Disabilities Hearing Impairments Vision Impairments III. Elective Courses...6 Semester Hours 1 Students admitted to the program who do not have background in the field of special education may have to take up to a maximum of six additional credit hours as determined by their graduate advisor. 4

5 Students must take a minimum of 6 semester hours outside of the Department of Special Education. Students must obtain approval from their graduate advisor prior to registering for these courses. These courses should focus on an area of interest relevant to the student's professional and academic development. IV. Thesis Hours...6 Semester Hours Students in the M.S. program are required to enroll for thesis hours and complete a research thesis as approved by their graduate supervisory committee. Total Credit Hours...Minimum 30 Semester Hours Graduate Supervisory Committee Each student must establish a three-member supervisory committee to assist in completing study requirements and evaluate the final thesis and oral defense. Students are encouraged to form their supervisory committee after completing 9 semester hours of graduate work. At least two members of the supervisory committee must be on the faculty in the Department of Special Education. In addition, students must select a faculty member from the Department of Special Education with a tenure-track rank of Assistant Professor, Associate Professor, or Professor to serve as chair of their supervisory committee. If desired, students may select a committee member from another department or college at the University of Utah. Generally, a faculty member from outside of the Department of Special Education should have knowledge and expertise in the student's allied area of study. All committee members must hold a Master's or Doctoral degree. For more information go to: Qualifying Exam for Admission to Candidacy Students admitted to the M.S. Degree Program (without licensure) are urged to form their supervisory committee and take the qualifying exam following 9 semester hours of graduate study with a minimum of one course in the area of research design and methodology as approved by their graduate advisor. The qualifying exam is developed and evaluated by the members of the student=s graduate supervisory committee. Students must be enrolled for a minimum of 3 credit hours in the semester the exam is administered. Students should contact their graduate advisor for more information on the M.S. qualifying exam. Upon successful completion of the qualifying exam, each student is admitted to candidacy in the University of Utah Graduate School and allowed to complete the remainder of his/her course work and register for thesis hours. Residency Requirement At least 24 credit hours must be in resident study at the University of Utah. Students are expected to complete their masters program within four years from the time they are matriculated. Previous graduate work may be applied to the requirements of the program if (a) approved by the student's supervisory committee, and (b) consistent with University Graduate School Policy. Continuous Enrollment Candidates must be continuously enrolled in a minimum of 3 credit hours during Fall and Spring semesters until completion of the degree program. Enrollment during Summer semester is not required. 5

6 Ph.D. Program Study Requirements Graduate Supervisory Committee A five-member faculty committee is selected by the student to supervise the Ph.D. program of study The five-member committee includes (a) four faculty members from the Department of Special Education of which a minimum of three must be tenure-track faculty, and (b) one University of Utah faculty member outside of the Department of Special Education. All committee members must hold a doctoral degree or an equivalent advanced degree in their area of expertise. It is strongly recommended that the faculty member from outside the Department of Special Education have knowledge and expertise in the student's primary area of study. At the time of admission, each doctoral student is assigned a temporary faculty advisor. During their first two semesters of full-time study, students are expected to identify a faculty member who will serve as the permanent chair of the supervisory committee. Students then select, with assistance from the chair, the four remaining members of their supervisory committee prior to the beginning of their third semester of full-time study. The supervisory committee is responsible for approving the student's academic program, preparing and evaluating the qualifying examination, approving the dissertation proposal and final dissertation. All matters pertaining to the operation of the supervisory committee must conform to the guidelines of the Graduate School. Qualifying Examination and Dissertation The dissertation phase of the Ph.D. program in the Department of Special Education is designed to assess the student s ability to design, implement, and sustain an independent line of scholarly research. This is accomplished through a cumulative process in which the student develops and orally defends: 1. A Qualifying Examination for Admission to Candidacy (background, review of literature, and research questions for the doctoral dissertation) 2. The Doctoral Dissertation Proposal (research methodology section for the doctoral dissertation) 3. The Doctoral Dissertation Each component of the dissertation phase of the Ph.D. program is described in the Department of Special Education Doctoral Student Handbook. Primary Area of Emphasis Each student is expected to identify a primary area of emphasis upon entering the Ph.D. program. This area serves as a framework for the design of the student s program of study. A program emphasis area should reflect the student's future research, teaching, and service interests in the field of special education. A program emphasis area must be reviewed and approved by the student s graduate advisor. Program Plan Upon entering the Ph.D. program, the student develops a program plan that lists the course work, internships, and other program tasks (i.e., special projects, research, or independent readings) that 6

7 will support professional development in the program emphasis area. The program plan must be reviewed and approved by the student s graduate advisor in consultation with the supervisory committee. Annual Review Students in the Ph.D. program are reviewed annually by the tenure-track faculty in the Department of Special Education to determine progress in completing degree requirements. Each student submits to his or her graduate advisor a curriculum vita and a written program plan that includes a description of progress toward completing required tasks. The faculty will provide a written evaluation to each student regarding whether satisfactory progress is being made as per the requirements and timelines of the program plan. The student s graduate advisor meets with the student, communicates the feedback, and assists in the implementation of any modifications in the program plan. The annual review ensures that students have documented feedback on their progress, and maximizes the likelihood that university resources will be utilized to build the strongest possible program for each student. Publication Requirement Students are expected to submit a minimum of two papers for publication or presentation prior to the completion of the doctoral program. The two papers may take the form of an article(s) submitted to a nationally recognized professional journal and/or a scholarly presentation at a national meeting of a recognized professional organization. The article(s) or presentation proposal must go through an external peer review process. Prior to completion of the doctoral program, at least one paper and/or presentation proposal must be accepted for publication (in press or in print). The student should be senior author on at least one of the two papers submitted. This process will be undertaken with the assistance and support of the student's graduate advisor and/or members of the supervisory committee. manuscripts and/or reprints must be available for supervisory committee examination and approval as part of the student's portfolio. 7

8 Final Effective Fall 2004 Revised 6/18/12 Department of Special Education Doctor of Philosophy Degree Program of Study Program Credit Hour Summary I. SPECIAL EDUCATION RESEARCH (34-35 CREDIT HOURS) Doctoral Colloquium (2 credit hours) Research Design and Analysis (16-17 credit hours) Applied Research Skills Early Research Experience (6 credit hours) Advanced Research Internship (6 credit hours) Extramural Funding Seminar and Internship (4 credit hours) II. UNIVERSITY TEACHING (8 CREDIT HOURS) University Teaching Seminar (2 credit hours) University Teaching Internship (3 credit hours) Teacher Education Field Supervision (3 credit hours) PROFESSIONAL SERVICE AND COMMUNITY OUTREACH (6 CREDIT HOURS) Service and Outreach Internship (6 credit hours) III. DISSERTATION RESEARCH (17 CREDIT HOURS) Preparation of the Dissertation Proposal (3 credit hours) Dissertation Research (14 credit hours) Total Ph.D. Program Credit Hours: credits 8

9 Special Education Ph.D. Program Course, Seminar, and Internship Descriptions I. Special Education Research (34-35 Credit Hours) DOCTORAL COLLOQUIUM (2 CREDIT HOURS) SpEd 7030 (2) - Doctoral Colloquium. Overview of doctoral study in special education with emphasis on academic research, teaching, and service. RESEARCH DESIGN AND ANALYSIS (16-17 CREDIT HOURS) SpEd 7010 (3) - Group Design and Research Analysis. Principles of small and large group research design, selection of appropriate data analysis procedures, interpretation of results, and guidelines governing ethical scientific inquiry. SpEd 7020 (3) - Single Subject Research Design. Application of single/within-subject principles and strategies in educational research. Critical issues in the design, implementation, and analysis of single-subject research. Ed Ps 7010 (3) - Quantitative Methods I: Foundations of Inferential Statistics, or Nursing (4) Statistics I. Elementary probability theory, measures of central tendency and variability, sampling distributions, point and interval estimation, hypothesis testing, power, and effect sizes. Ed Ps 7020 (5) - Quantitative Methods II: Anova and Multiple Regression, or Nursing 7202 (3) Statistics II. Analysis of variance for between-group, within-subject, mixed, and hierarchical designs. Fixed and random effect models, effect sizes, and planned and post hoc comparisons. Includes computer exercises. QUALITATIVE RESEARCH COURSE (3) (ED PS 7420 OR OTHER COURSE APPROVED BY ADVISOR). APPLIED RESEARCH SKILLS (12 CREDIT HOURS) SpEd 7910 Early Research I (3) SpEd 7915 Early Research II (3) Practical experiences in developing, collecting, and writing up analysis of research data under the direction and supervision of university faculty (6 credit hours are spread over two semesters 3 credit hours each semester) SpEd 7920 Research Internship I (3) SpEd 7925 Research Internship II (3) (Prerequisites Early Research I and II). Student-initiated research experiences in developing, collecting, and analyzing research data in primary emphasis area. (6 credit hours are spread over two semesters 3 credit hours each semester) 2 Students enrolling in Nursing 7201 Fall Semester must enroll in Nursing 7202 Spring Semester 9

10 EXTRAMURAL FUNDING SEMINAR AND INTERNSHIP (4 CREDIT HOURS) SpEd 7115 (2) Principles of Extramural Funding. Obtaining extramural grants in special education, including funding sources, proposal development, and grants management. SpEd 7125 (2) - Extramural Funding Internship. Development of a grant proposal for public or private agencies under the supervision of university faculty. II. UNIVERSITY TEACHING (8 CREDIT HOURS) UNIVERSITY TEACHING SEMINAR AND INTERNSHIP (5 CREDIT HOURS) SpEd 7810 University Teaching Seminar (2) Practical, philosophical, and ethical issues in teaching in higher education. Focus on effective practices in instruction for adult learners, developing courses and practica in special education. SpEd 7121 University Teaching Internship (3). Internship in university teaching under faculty supervision. TEACHER EDUCATION FIELD SUPERVISION (3 CREDIT HOURS) SpEd 7930 Teacher Education Field Supervision (3). Internship in supervising teacher licensure candidates in special education. III. PROFESSIONAL SERVICE AND COMMUNITY OUTREACH (6 CREDIT HOURS) PROFESSIONAL SERVICE AND OUTREACH INTERNSHIPS SpEd 7935 Professional Service and Outreach Internship I (3) SpEd 7940 Professional Service and Outreach Internship II (3) Internships in service to the university and community-based outreach activities. (6 credit hours are spread over two semesters 3 credit hours each semester) IV. DISSERTATION RESEARCH (17 CREDIT HOURS) DOCTORAL DISSERTATION PROPOSAL SpEd 7970 Preparation of the Doctoral Proposal (3). Development of a doctoral dissertation research proposal under the supervision of the chair of the student s graduate supervisory committee. DOCTORAL DISSERTATION Special Education 7971 (14) - Dissertation Research Implementation of dissertation research and reporting of the results of dissertation research under the supervision of the student s graduate supervisory committee. 10

11 Ph.D. Program in Special Education Scope and Required Sequence (Based on Three Year Full-Time Enrollment)3 YEAR ONE FALL SEMESTER YEAR ONE SpEd 7030 Doctoral Colloquium (2 cr) (First Term) SpEd 7910 Early Research Experience I (3 cr) EdPs 7010 Quantitative Methods I (3 cr) OR Nursing 7201 Statistics I (4 cr) SpEd 7810 University Teaching Seminar (2 cr) TOTAL CREDIT HOURS: SPRING SEMESTER YEAR ONE SpEd 7915 Early Research Experience II (3 cr) Ed Ps 7020 Quantitative Methods II (5 cr) OR Nursing 7202 Statistics II (3 cr) SpEd 7020 Single Subject Research Design (3 cr) TOTAL CREDIT HOURS 9-11 SUMMER SEMESTER YEAR ONE (OPTIONAL) Interdisciplinary Course(s) or Independent Study (3-6 cr) (See graduate advisor to obtain course number[s]) YEAR TWO FALL SEMESTER YEAR TWO SpEd 7115 Principles of Extramural Funding (2 cr) SpEd 7125 Extramural Funding Internship (2 cr) SpEd 7010 Group Design and Research Analysis (3 cr) SpEd 7920 Research Internship I (3 cr) SpEd 7121 University Teaching Internship (3 cr) OR SpEd 7930 Teacher Education Field Supervision (3cr) TOTAL CREDIT HOURS: 13 COMPLETION OF QUALIFYING EXAMINATION FOR ADMISSION TO CANDIDACY SPRING SEMESTER YEAR TWO SpEd 7930 Teacher Education Field Supervision (3 cr) Or SpEd 7121 University Teaching Internship (3 cr) SpEd 7925 Advanced Research Internship II (3 cr) Qualitative Research Course (3 cr--such as Ed Ps 7420) 3Some research courses and seminars are only offered every other year and scheduling needs for individual students may vary. Students should check with their advisors to make needed schedule adjustments. 11

12 YEAR THREE (must be approved by advisor) SpEd 7970 Preparation of Doctoral Dissertation Proposal (3 cr) TOTAL CREDIT HOURS: 12 SUMMER SEMESTER YEAR TWO (OPTIONAL) Interdisciplinary Course(s) or Independent Study (3-6 cr) FALL SEMESTER YEAR THREE SpEd 7935 Professional Service and Outreach Internship I (3 cr) SpEd 7971 Dissertation Research I (7 cr) Total Credit Hours: 10 SPRING SEMESTER YEAR THREE SpEd 7940 Professional Service and Outreach Internship II (3 cr) SpEd 7971 Dissertation Research II (7 cr) TOTAL CREDIT HOURS: 10 12

13 (Based on Three Year Full-Time Enrollment)4 YEAR ONE FALL SEMESTER YEAR ONE SpEd 7030 Doctoral Colloquium (2 cr) (First Term) SpEd 7810 University Teaching Seminar (2 cr) (Second Term) Area Specialization Seminar or Special Projects (3 cr) (See graduate advisor to obtain course number.) SpEd 7910 Early Research Experience I (3 cr) Ed Ps 7010 Quantitative Methods I (3 cr) OR Nursing 7201 Statistics I (4 cr) TOTAL CREDIT HOURS: SPRING SEMESTER YEAR ONE Area Specialization Seminar or Special Projects (3 cr) (See graduate advisor to obtain course number.) SpEd 7915 Early Research Experience II (3 cr) Ed Ps 7020 Quantitative Methods II (5 cr) OR Nursing 7202 Statistics II (3 cr) SpEd 7020 Single Subject Research Design (3 cr) TOTAL CREDIT HOURS 9-11 SUMMER SEMESTER YEAR ONE (OPTIONAL) Interdisciplinary Course(s) or Independent Study (3-6 cr) (See graduate advisor to obtain course number[s]) YEAR TWO FALL SEMESTER YEAR TWO SpEd 7114 Principles of Extramural Funding (2 cr) SpEd 7125 Extramural Funding Internship (2 cr) SpEd 7010 Group Design and Research Analysis (3 cr) SpEd 7920 Research Internship I (3 cr) SpEd 7121 University Teaching Internship (3 cr) OR SpEd 7930 Teacher Education Field Supervision (3cr) Completion of Qualifying Examination for Admission to Candidacy TOTAL CREDIT HOURS: 13 4 Students choosing to enroll part-time in the program and not complete the Ph.D. within three years should see their advisor to develop a program timeline. 13

14 YEAR THREE SPRING SEMESTER YEAR TWO SpEd 7930 Teacher Education Field Supervision (3 cr) Or SpEd 7121 University Teaching Internship (3 cr) SpEd 7925 Advanced Research Internship II (3 cr) Qualitative Research Course (3 cr--such as Ed Ps 7420) (must be approved by advisor) SpEd 7970 Preparation of Doctoral Dissertation Proposal (3 cr) TOTAL CREDIT HOURS: 12 SUMMER SEMESTER YEAR TWO (OPTIONAL) INTERDISCIPLINARY COURSE(S) OR INDEPENDENT STUDY (3-6 CR) FALL SEMESTER YEAR THREE SpEd 7935 Professional Service and Outreach Internship I (3 cr) SpEd 7971 Dissertation Research I (7 cr) TOTAL CREDIT HOURS: 10 SPRING SEMESTER YEAR THREE SpEd 7940 Professional Service and Outreach Internship II (3 cr) SpEd 7971 Dissertation Research II (7 cr) TOTAL CREDIT HOURS: 10 REVISED: 6/18/12 14