Regent University School of Education. Post-Master s Handbook

Transcription

1 Regent University School of Education Post-Master s Handbook

2 Page 2 1. School of Education Overview The School of Education (SOE), through its commitment to excellence in teaching, research, and service, provides a biblically based, Christian education to equip men and women in mind, heart, and character for lives of educational and transformational leadership. Additional information (e.g., accreditation, conceptual framework, mission, and vision) regarding SOE can be found at our homepage. 2. Programmatic Overview The Educational Specialist (Ed.S.), the Doctor of Education (Ed.D.) and the Doctor of Philosophy (Ph.D.) in Education programs (a) combine online coursework with one-week summer residencies on campus; (b) address the learning styles of advanced adult students; (c) provide a collaborative community; and (d) promote critical thinking, original research, scholarly writing, and learning from a Christian worldview. The capstone project for the Ed.D. and Ph.D. is the submission and defense of a doctoral dissertation Ed.S. Program Goal and Learning Outcomes Program goal: To prepare globally competent leaders to serve educational organizations with the capabilities to plan and administer programs as well as apply theories and use inquiry skills for policy development, problem solving, and practice within the context of a Christian worldview. Learning outcomes: Apply relevant theories to educational issues. Apply research from theoretical and methodological perspectives. Apply Christian principles to education Ed.D. Program Goal and Learning Outcomes Program goal: To prepare globally competent leaders to serve educational organizations with the capabilities to plan and administer programs as well as apply theories and use inquiry skills for policy development, problem solving, and practice within the context of a Christian worldview. Learning outcomes: Analyze educational issues using relevant theories. Evaluate and conduct research from theoretical and methodological perspectives. Apply Christian principles to education Ph.D. Program Goal and Learning Outcomes Program goal: To equip Christian scholars for global leadership in theoretical and philosophical endeavors relating to the integration of biblical and academic content in their education-related professions.

3 Page 3 Learning outcomes: Analyze educational issues using relevant theories and philosophies. Evaluate and conduct research from philosophical, theoretical, and methodological perspectives. Apply Christian principles to education. 3. Curriculum Students are expected to satisfy the curriculum as per The Regent Graduate Catalog that corresponds to the semester/session, program, and concentration of admission. 4. Policies 4.1. University Policies Students are responsible for following all policies presented in the Regent Graduate Catalog and in the Student Handbook School of Education Policies Students are responsible for following all School of Education policies that supplement University policies Advisors Upon admission, each student is assigned an Academic Advising Team that should be consulted concerning issues related to scheduling and other general questions. In addition, each student is assigned a faculty concentration advisor who should be consulted on all curriculum-related matters (e.g., electives) Enrollment A full-time course load for the School of Education post-master s programs is typically 6 credit hours per semester or one course per 8-week session with the exception of summer residency and internships in the K-12 School Leadership concentration. Because of the level and demands of the coursework, taking additional course hours above the normal load is not recommended. An Academic Petition for Graduate Programs showing just cause to deviate from this recommendation must be approved by the concentration advisor, program chair, and Dean of the School of Education Continuous Enrollment Registration is required in all semesters (i.e., fall, spring, and summer) until program completion. Reapplication for admission will be required if (a) this requirement is violated without an approved leave of absence, (b) an approved leave of absence

4 Page 4 exceeds one year, or (c) an enrolled student misses a scheduled candidacy examination. The time limit for program completion begins at initial matriculation; therefore, time away from the program approved or otherwise does not extend the limit Requesting a Leave of Absence Students encountering unusual or extenuating circumstances that prevent them from successful matriculation and/or course progression need to submit an Academic Petition for Graduate Programs along with all supporting documentation. After review by the Dean s Office, the student will be notified of the decision. It should be noted that regardless of the reason for the leave of absence, the seven-year clock continues ticking from the initial date of matriculation Change of Program The term program refers to the Ed.S., Ed.D., and Ph.D. degrees. A student who desires to change programs must apply to the targeted program and satisfy all associated admission requirements. In this regard, changing programs is an admission not an administrative process, and no guarantee of admission should be presumed. It is recommended that a student who desires to change programs consults with his or her concentration advisor Change of Concentrations The term concentration refers to the specific field of study in a program (e.g., Adult Education, Christian Education Leadership, K-12 School Leadership, etc.). A student who desires to change concentrations must (a) obtain approval from the current concentration advisor, (b) obtain approval from the targeted concentration advisor, (c) forward evidence of both approvals to the Dean s office through the completion of the Change of Major/Field of Study Form for Graduate Programs and (d) satisfy any additional reporting requirements as directed by the Dean s office. Any change in concentration will most likely result in additional required courses Doctoral Dissertation Chair Once a student enters one of the doctoral programs, the concentration advisor is the student s default dissertation chair Change of Dissertation Chair Initiated by either a student or current chair, the process to change a chair is as follows: (a) obtain approval from the current chair, (b) obtain approval from the targeted chair, (c) forward evidence of both approvals to the Dean s office, (d) satisfy any additional reporting requirements as directed by the Dean s office such as completing an Academic Petition for Graduate Programs, and (e) obtain approval by the Dean. Note that the Dean may change chairs at his or her discretion at any time.

5 Page Doctoral Candidacy Examination During the last semester of doctoral coursework, all students must take a candidacy examination to ascertain mastery of the curriculum, writing skills, and analytical skills necessary to begin dissertation work. The examination will be administered near the end of the semester and will have three sections addressing the following coursework: foundations core (i.e., the core curriculum excluding research and statistics coursework), research and statistics, and concentration. The candidacy examination is a written, online examination consisting of two 2-hour sections (foundations core, concentration) and one multiday section (research and statistics). The foundations core and concentration sections must be completed on a designated day whereas the research and statistics section must be completed over a designated multiday period. All sections utilize an open book format, must represent original writing (i.e., students may not reuse the writing from previous papers), and must be completed without assistance. The student may choose from the foundations core courses being examined (initial examination only); students do not choose their research and statistics or concentration questions. Upon successful completion of all sections of the candidacy examination and coursework, the student will become a candidate for the degree (i.e., the candidacy phase of the program) and will be permitted to enroll in EFND 906A Dissertation Research during the first semester of candidacy. Any section of the examination failed may be retaken only once and usually at the next administration date; note that the foundations core course chosen for the initial examination will be the foundations core course used for the retake examination. The student must register for EFND 898 Candidacy Examination Continuation during the semester of the retake in order to maintain continuous enrollment during which time the student should engage in individual study. A second failure of any section will result in program termination. Although rare, a student may request and be granted a deferment to take the candidacy examination in a different semester than the last semester of coursework. The request must be made in writing to the School of Education Dean at least one month prior to the normally scheduled administration date and clearly outline the unusual circumstances for consideration. In consultation with the program chair and the respective concentration advisor, the Dean will consider the request, make a decision (which will be final), and communicate the decision to the student before the normally scheduled administration date. Note that deferments beyond a single semester will only be granted for catastrophic reasons. An absence from the examination without a prior approved deferment will be an

6 Page 6 automatic failure. If the deferment is approved, the student must register for EFND 899 Candidacy Examination Extension during each semester between coursework and candidacy in order to maintain continuous enrollment. It should be noted that in the event of an approved deferment, the seven-year clock continues ticking from the initial date of matriculation Doctoral Dissertation The doctoral dissertation is the final element in demonstrating distinctive achievement in a specific academic field and the candidate's familiarity with the literature in conjunction with the proper selection and execution of research methodology. As the final assessment in the doctoral program, the dissertation process is designed to evaluate the capabilities of the candidate under the general guidance and mentorship of the committee. Note that the candidate has the responsibility for designing, conducting, analyzing, interpreting, and presenting the research; the primary responsibility of the committee is to scrutinize the candidate s competency in these areas. This work should represent original or independent research and reflect either a genuine contribution to the knowledge base or an organization under study. The assumption of the committee is that candidates are scholars in the making, with clear goals, adequate investigative tools, a solid research agenda, and the self-directedness to achieve their goals and complete their dissertations largely on their own. Although it is appropriate for the committee to provide some scaffolding by giving general direction and feedback, the idea is that by this point in the doctoral program the provision of faculty providing detailed support and answers to all questions should fade from the process. The candidates, as a minimum, should find answers to their questions and propose solutions themselves without relying on their committee to answer all questions Process The candidate will progress through the following steps: 1. Begin working with dissertation chair to formulate a dissertation proposal. 2. Student and chair will work together to identify and secure committee members and to determine the line of communication. Potential committee members should outline to the chair their respective roles before agreeing to serve. The dissertation committee must include the following: A School of Education chair; A second Regent faculty member with a doctoral degree; A third committee member with a doctoral degree. The committee may exceed the three members outlined above if desired.

7 Page 7 3. Submit the completed proposal to the dissertation chair. When the chair is satisfied with the proposal, an oral defense will be scheduled by the chair. The chair will determine where the proposal defense is conducted. At the oral defense, the committee will determine one of the following by unanimous vote: Unconditional Approval of the oral defense and proposal; Conditional Approval of the oral defense and/or the proposal with minor revisions (to be approved by the chair); Provisional Approval of the oral defense and/or the proposal with major revisions (to be approved by the committee); Rejection of the oral defense. If, based on the committee s decision, the oral defense is rejected, a second defense will be required. (A maximum of two oral defenses are permitted for any proposal; two rejected oral defenses will equate to a rejection of the proposal.) Note that a rejection of the oral defense may still require minor or major revisions to the proposal. Rejection of the proposal. If, based on the committee s decision, the proposal is rejected, a new proposal must be developed. A maximum of two proposals may be defended. 4. Obtain approval from the Regent Human Subjects Review Board (login to MyRegent Portal from the Regent homepage and see if appropriate, as well as any other necessary approvals to conduct the study. 5. Execute the research study. 6. Submit the completed dissertation to chair. When the chair is satisfied with the dissertation, an oral defense will be scheduled by the chair. The chair will determine where the final defense is conducted. Candidates planning to participate in the May commencement activities must successfully defend the final dissertation no later than February 15. At the oral defense, the committee will determine one of the following by unanimous vote: Unconditional Approval of the oral defense and dissertation; Conditional Approval of the oral defense and/or the dissertation with minor revisions (to be approved by the chair); Provisional Approval of the oral defense and/or the dissertation with major revisions (to be approved by the committee); Rejection of the oral defense. If, based upon the committee s decision, the oral defense is rejected, a second defense will be required. (A maximum of two oral defenses are permitted for any dissertation; two rejected oral defenses will equate to a rejection of the dissertation.) Note that a rejection of the oral defense may still require minor or major revisions to the dissertation. Rejection of the dissertation. If, based on the committee s decision, the dissertation is rejected, a new dissertation must be developed. (A maximum of two dissertations may be defended.)

8 Page 8 7. The revised dissertation must be submitted to the chair within 30 days of the dissertation defense. If the revised dissertation is not returned to the chair within 30 days, the chair may require the candidate to register for additional dissertation hours. 8. The student is responsible for the final preparation of the dissertation and should consult the School of Education Dissertation Processing Information at Final approval of all dissertations rests with the School of Education Dean Style The most recent edition of the Publication Manual of the American Psychological Association must be followed with respect to citation standards; however, section formatting may vary with chair approval. The preferred font is 12-point Times New Roman with standard double spacing throughout the manuscript. Each page must have a left margin of 1.5" and a 1.0" margin on the remaining sides Format The standard format follows the scientific model below; however, the format may vary with chair approval. The standard format includes the following with optional sections indicated: Title page Copyright notice page (optional) Approval (a.k.a. signature) page Dedication page (optional) Acknowledgements (optional) Abstract Table of contents List of tables (if applicable) List of figures (if applicable) List of abbreviations (if applicable) Chapter 1 Introduction Chapter 2 Literature Review Chapter 3 Methodology Chapter 4 Results Chapter 5 Discussion References Appendices (if applicable) Title Page

9 Page 9 The title of the manuscript should be as concise as possible and must occur consistently in every respect, including punctuation, hyphenation, and capitalization, on the abstract and approval forms. Use all capital letters for the title on the title page as well as legal name. For details, see Copyright Notice Page Although dissertations are protected under common law copyright, many authors elect the additional protection provided by applying for copyright through the Library of Congress. If the student decides to secure a copyright, this must be clearly indicated; for details, see Approval (a.k.a. Signature) Page Due to the electronic archival system, actual committee and dean signatures are no longer required; however, all approvals by name must still be evident on this page. For details, see Abstract An abstract not to exceed 350 words should give information about the work that will enable readers to decide whether they wish to read the entire dissertation. In general, useful abstracts include a brief statement of the problem, the procedures or methods used, and the major findings of the study Table of Contents Do not list the pages of the Table of Contents in the Table of Contents. The Table of Contents should start with the abstract and show the correct designation, Roman or Arabic numeral, for each entry. Chapters should be given Arabic numerals, and the Table of Contents should show all first-, second-, and third-level headings exactly as they appear in the text, single-spaced. Do not reproduce boldface or italics used for levels of headings. (If the information is not addressed in the APA Manual, please refer to your dissertation chair for instructions). Titles in all contents lists (tables, figures, etc.) must exactly match titles in text, up to the first period. All titles, headings, and captions that extend to more than one typed line must be single spaced in the contents lists and in the text. Numerals indicating page numbers must be aligned at the right-hand margin and connected to the appropriate entry by a line of evenly spaced dots (periods) on all contents lists List of Tables

10 Page 10 Tables should be numbered in one consecutive series. Combined number-and-letter titles are not acceptable. Refer to the APA manual for detailed instructions in designing and organizing tables List of Figures All figures must have an overall title. Combined number-and-letter titles are not acceptable. If the legend appears on the page preceding the figure, list the page number of the legend List of Abbreviations Should be included if more than 10 abbreviations not common to the discipline are used. These should be standard, accepted abbreviations and should be used consistently Chapter 1 Introduction Includes the following (can vary with chair approval): Background, theoretical perspective, need for the study, significance of the study Research problem Research question(s) Null hypotheses (quantitative studies) or concise description of the phenomena to be examined (qualitative studies) Study assumptions Study delimitations and limitations Definition of terms Organization of the study Chapter 2 Literature Review Includes the following (can vary with chair approval): Review of previous research and opinion Interpretative summary of the current state of knowledge Chapter 3 Methodology Includes the following (can vary with chair approval): Setting

11 Page 11 Population and sample, sampling procedures Treatment(s) (for experimental studies) Instrumentation, apparatus, and/or materials Procedures critical to the study Timeline Operational definitions of variables, scales of measurement (for quantitative studies) Type of study (e.g., quantitative or qualitative), research design by research question (e.g., true experimental pretest-posttest control group design or ethnography) Data analysis by research question, statistical assumptions (for quantitative studies) Threats to validity Chapter 4 Results Includes the following (can vary with chair approval): Overall descriptive results Results by research question/hypothesis, tenability of statistical procedure assumptions Chapter 5 Discussion Includes the following (can vary with chair approval): Interpretation of each result Study limitations Implications for future research (if applicable) Implications for practice (if applicable) References Follow the current APA style manual s guidelines Appendices If illustrative material (i.e., figures and tables), original data, or other materials are too voluminous to be placed within the text itself, these should be assembled appropriately so that each type of collected information is placed in a separate appendix. Published articles should not be included in appendices if they are readily available in published form. Each appendix should have a descriptive title and a listing in the Table of Contents corresponding to the letter of the appendix s cover

12 Page 12 page. If there is more than one appendix, each should be lettered in addition to the title. Appendix page numbers should continue the Arabic numerals used in the text. If any appendix contains references, that appendix will have a separate reference list, which continues immediately following the end of the appendix text Degree Conferral The specialist degree will be officially conferred at the end of the term in which the final coursework is completed. The doctoral degree will be officially conferred at the end of the term in which the final dissertation has completed the copy editing process and has been approved for publishing. Please refer to the Academic Calendar for the official end of term dates for the fall, spring, and summer semesters.