Doctor of Education Program Student Handbook...

EDD STUDENT HANDBOOK (MAY 30 2017).DOCX

DoctorofEducationProgram

StudentHandbook

RevisedMay30,2017

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TableofContents

JohnsHopkinsUniversitySchoolofEducation........................................................................5JohnsHopkinsUniversityMissionStatement...................................................................................5CoreValuesoftheSchoolofEducation............................................................................................5VisionoftheSchoolofEducation.....................................................................................................5MissionoftheSchoolofEducation...................................................................................................6

AppendixA:JHUSOEConceptualFramework................................................................................................6

JHUSOEDoctorofEducationProgram...................................................................................6ABriefHistory..................................................................................................................................6Overview..........................................................................................................................................6MembershipintheCarnegieProjectontheEducationalDoctorate(CPED).......................................8

ProgramLeadershipandAdministration................................................................................8EdDDirector.....................................................................................................................................8

ProgramStructure..................................................................................................................9ProgramRequirements....................................................................................................................9

AppendixB:PetitionforCourseTransferForm..............................................................................................92016CohortorEarlierProgramofStudy..........................................................................................92017CohortProgramofStudy.......................................................................................................10

AppendixC:ExampleProgramofStudy.......................................................................................................10AppendixAA:ProgramPlan2017.................................................................................................................10

ProgramCoherenceandIntegration...............................................................................................10

ProgramTransitionPointsandKeyAssignments...................................................................11AppendixE:TimelineofTransitionPoints....................................................................................................11

YearOnePaper..............................................................................................................................11YearOneSelf-AssessmentPaper....................................................................................................12

YearOneSelf-AssessmentAssignmentDescription(anticipatedrevisionavailableJune2017)..................12ComprehensiveExams...................................................................................................................12

AppendixJ:ComprehensiveExaminationProtocol......................................................................................12AppendixK:HowtoPreparefortheComprehensiveExams........................................................................12AppendixV:ReportofComprehensiveExamination....................................................................................12

DissertationProposal.....................................................................................................................13AppliedDissertation.......................................................................................................................13

AppendixL:AppliedDissertationDescription...............................................................................................13DissertationDefenseTimelineandExpectations............................................................................14RoomandTechnologyReservation................................................................................................14SubmissionofApprovedDissertation.............................................................................................14

AppendixG:DefenseProtocol......................................................................................................................15AppendixH:ApprovalofDissertationProposalForm..................................................................................15AppendixI:DissertationApprovalForm.......................................................................................................15

AdviserandDissertationAdvisoryCommittee.......................................................................15Adviser...........................................................................................................................................15

AppendixZ:POPStatementResource(October15,2016)...........................................................................15SelectionofAdviser........................................................................................................................15ChangeofAdviser..........................................................................................................................16

AppendixT:ChangeofAdviser/CommitteeMemberForm.........................................................................16

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FacultyCo-Advisers........................................................................................................................16DoctoralAdvisoryCommittee........................................................................................................16

InstitutionalReviewBoard....................................................................................................16MeetingRequirementsforEthicalResearch(HIRB)........................................................................16

AppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining........................................17

ConferralofDegreeandGraduationCeremony.....................................................................17ApplyingforGraduation.................................................................................................................18

ProgramResourcesforStudents............................................................................................18YearOneCohortCoach..................................................................................................................18EdDProgramSite...........................................................................................................................18Starfish:OnlineSchedulingandEarlyWarningSystem...................................................................18

AppendixQ:Starfish-GettingStartedGuideforStudents...........................................................................19SPSSStatisticalSoftware................................................................................................................19LibrarianInformationalSessions....................................................................................................19LibraryResourceGuides.................................................................................................................19ElectronicandPrintReserves(E-Reserves).....................................................................................19PlagiarismSoftware:IthenticateandSafeAssign............................................................................20APAFormattingStyle.....................................................................................................................20

HandyGuideforAPA....................................................................................................................................20https://ssw.unc.edu/files/web/pdf/Current%20Students/ThePortableEditor5final.pdf.............................20QuizzesforPracticeorSelf-Assessment.......................................................................................................20

TeachingAssistants........................................................................................................................20AppendixS:DutiesofTeachingAssistantsintheEdDOnlineProgram........................................................20

AcademicPolicies..................................................................................................................20PoliciesGoverningAcademicConduct............................................................................................20ProceduresGoverningStudent-InitiatedComplaints......................................................................21ProceduresGoverningFaculty-InitiatedComplaints.......................................................................21ResidencyRequirements................................................................................................................23LeaveofAbsence...........................................................................................................................23ReinstatementFromaLeaveofAbsence........................................................................................23Withdrawal....................................................................................................................................24IncompleteCoursework.................................................................................................................24

AppendixX:ContractforIncompleteGradeForm.......................................................................................24TimeLimits.....................................................................................................................................24Extensions......................................................................................................................................24MaintainingCandidacyStatus........................................................................................................24AcademicStanding.........................................................................................................................25AcademicProbation.......................................................................................................................25AcademicDismissal........................................................................................................................26ConfidentialityofStudentRecords.................................................................................................26

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DearDoctorofEducationStudents:ItismypleasuretowelcomeyoutotheDoctorofEducationprogramattheJohnsHopkinsUniversitySchoolofEducation.Youshouldtakeprideinyouroutstandingrecordthathasmadeyouradmissiontoourprogrampossible.Weareconfidentthatourrichlearningenvironmentwillallowyoutocontinuetoexcelinyouracademicandpersonalgoalsandthatyouwillmakeavaluablecontributiontoourschool'straditionofscholarship,leadership,andservice.AsaJohnsHopkinsstudent,youareamemberofaremarkablelearningcommunityatoneofthemostrenownedinstitutionsintheworld.TheEdDprogramfacultyhavedevelopedthiscomprehensivehandbooktoguideyouthroughtheprogram.Pleasereviewthishandbookcarefullyasitwillanswermanyquestionsthatyoumayencounterasyouembarkonthisprofessionalandpersonalventure.Additionaldetailsabouttheschool,aswellasresourcesforstudents,canbefoundonourwebsiteat:http://students.education.jhu.edu/studentaffairs/Ourfacultyandstaffjoinmeincongratulatingyouonyouradmissionandinextendingourbestwishesforyourfuturesuccessinourprogram.WeappreciateyourinterestintheJohnsHopkinsUniversity,andwearelookingforwardtohavingyoujoinourcommunityofscholars. Sincerelyyours,

MarialeHardiman,EdDInterimDeanandViceDean,AcademicAffairs

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JohnsHopkinsUniversitySchoolofEducation

JohnsHopkinsUniversityMissionStatement

ThemissionofJohnsHopkinsUniversityistoeducateitsstudentsandcultivatetheircapacityforlifelonglearning,tofosterindependentandoriginalresearch,andtobringthebenefitsofdiscoverytothe world.ThesearecapturedintheTenbyTwenty:TenGoalsforJohnsHopkinsUniversityfortheYear20201

towhicheachuniversitydivisionalignsitsgoals.

TheSchoolofEducation(SOE)addressesthismissionthroughitscorevalues,vision,andConceptualFramework(seeAppendixA).ThevisionoftheSOE2uniquelyaddressestheuniversitymission.

CoreValuesoftheSchoolofEducation

Toachieveitsmission,SOEfaculty,staff,andstudentsupholdandpromotethefollowingcorevalues:

• Innovation(indiscovery,scholarship,leadership,andapplication):Asmembersofauniversitycommunityknownpreeminentlyforresearchanditsapplication,wechallengeourselvestocreateandtestnewapproachestotheeducationalneedsofourschoolsandcommunities,aswellasinourownadministrativeandstudentsupportsystems.

• Excellence:Asreflectivepractitioners,weengageinregularself-assessmentandinviteexternalpeerreviewstodrivethecontinuousimprovementofouracademicprograms,researchactivities,andadministrativesystems.

• CollaborationandPartnerships:Webelievethatmultidisciplinaryandinterinstitutionalteams,includingotherschoolswithinJohnsHopkinsandpublicschoolsystems,providetherangeofperspectivesrequiredtoaddressthemostchallengingissuesfacingPK-12schoolsandcommunities.

• Evidence-BasedPractice:Researchanditsapplicationandevaluationformaniterativecyclethatguidesinformedpracticeinourprogramdevelopment,policyformulation,andschoolreforminitiatives.So,too,evidence-baseddecisionmakingshapesourinternalactivitiessuchasstudentandfinancialservices.

• Integrity:Onehundredyearsofcontinuousservicetoourregion’spublicschoolsandurbanneighborhoodshasearnedusareputationasatrustworthypartnerinenhancingthequalityoflifeforchildren,youth,andadults.Bycontinuingtofocusouractionsanddecisionsonthestudents,schools,andcommunitiesweserve,wewillsustainthisprimarycommitment.

• CivilityandDiversity(inpeople,thought,andpractice):Civilityanddiversityareprocessesthatformthewarpandweftofourschoolcommunity,weavingtogetherthemultiplicityofperspectivesandexperiencesthatenhanceallourwork.

VisionoftheSchoolofEducation

TheJohnsHopkinsUniversitySOEwillleadtheworldinattractingthemosttalentedanddiverseindividualsintothefieldsofeducation,counseling,andpublicsafety.Wewillguarantee educational

1Ten by Twenty: http://web.jhu.edu/administration/president/10x202School of Education Vision: http://education.jhu.edu/aboutus/mission.html

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improvementandcommunitywell-beingbyassuringthatourstudents,andothersintheprofession,havethemostinnovativetoolsandeffectiveapproachestoadvancelearning.

MissionoftheSchoolofEducation

TheJohnsHopkinsSOE’smissionistosupportandadvancethequalityof educationandhumanservicesforthecontinuousdevelopmentofchildren,youth,andadults.

Weaccomplishthismissionthroughthefollowinginitiatives3:

• Research• Teaching• ProgramDevelopment• LeadershipandService• PartnershipPrograms

AppendixA:JHUSOEConceptualFramework4

JHUSOEDoctorofEducationProgram

ABriefHistory

TheJHUSOEhashadaDoctorofEducation(EdD)degreeprogramformanyyears.Originallythisface-to-faceprogramwasstructuredandfunctionedasatypicalDoctorofPhilosophy(PhD)programwiththegoalofproducingscholarsfortheprofessorate.In2012,thedecisionwasmadetodeveloptwodistinctprograms,aPhD,whichremainedasaface-to-faceprogram,andanEdD,whichwasdevelopedasanonlinedoctoralprogramforpractitioners.Duringthefallof2012,acommitteeusedtheCarnegieProjectontheEducationalDoctorate(CPED,http://cpedinitiative.org)guidelinesasafoundationindevelopinganewvisionofanEdDprogramfocusedonpractice.Duetotheinterdisciplinarynatureoftheinitiative,theshiftinemphasisfromthepreviousEdDcausedtheprogramtobemoremodern,moreexplicitlyconnectedtotheworkofeducatorsandleaders,anddifferentfromcourseworkinanyPhDprogram.Additionally,theprogramwasconceivedtobedeliveredentirelyonlinetoreachabroad-basedgroupoftalentedindividualswhomaynotfindatraditionalprogramaccessible.

Overview

TheJHUSOEfacultyoffersthisinnovativeanddynamicEdDprogramtoaddressthedramaticallychanginglandscapeofeducationinthe21stcentury.Thisonline,part-time,cohort-basedEdDprogramisdesignedtoprepareanexceptionalcorpsofpractitioner-scholars—educationalleaders—forawidevarietyofprofessionalpositions,bothnationallyandinternationally.Graduatesoftheprogramattaintheknowledge,skills,anddispositionstoexamineeducationalissuesdeeplyandeffectmeaningfulchangeinpreK-16educationalorganizations.Thegraduatesarepreparedtosetahighstandardfortransformationalleadershipineducation,applyevidence-basedpracticestoimproveeducationaloutcomes,andmeetthevastchallengesassociatedwithimprovinglearningoutcomesinbothpublicandprivateeducationalenvironments.Admissionto

3 School of Education Conceptual Framework: http://education.jhu.edu/aboutus/ConceptualFrmwrk2016FINAL.pdf 4Appendices are ordered as they are found in the EdD Faculty Handbook for consistency. They are not ordered consecutively in the EdD Student Handbook.

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thedoctoralprogramishighlycompetitiveandlimitedtohighlyqualifiedindividualswhomatriculateasmembersofacohort.Candidatesareexpectedtopossesssubstantialknowledge,successfulexperienceineducationalsettings,andhighlevelsofprofessionalismuponadmission.

TheoverarchinggoaloftheJHUEdDprogramistodeveloppractitioner-scholarswhohavetheknowledge,skills,anddispositionstoexaminesignificanteducationalproblemsandtodesign,implement,andrigorouslyevaluateeffectiveeducationalinterventionstoaffectchangeintheeducationalendeavor.UponcompletionoftheEdD,weexpecteachgraduatetosupportthecontinuedcreationofnewareasofpractitioner-focusedscholarshipaswellaspromoteanincreaseintheutilizationofresearchfindingsinprofessionalpractice.Specifically,weexpectgraduatesto:

• Participateinadiversecommunityofeducationalpractice.• Contributetothepublicdiscourseonimprovementofeducation.• Engageinandpromoteevidence-basedpracticesthroughtheapplicationofrigorous

methodology.• Linkhighqualityeducationresearchtopolicyandpractice.• Provideleadershipintheireducationcontextbyapplyingadvancedtheoretical

perspectivestoproblemsofpractice.• Developmutuallybeneficialpartnershipsbetweenpublicandprivateinterests.• Leadinnovativeeducationpolicy.• Implementinclusiveandsociallyjustpolicies,practices,andorganizationalchange

processes.

AcademicpreparationwithintheEdDprogramisgroundedinafusionofbothresearchandpractice.Researchcompetenciesforcandidatesincludecritiquingandintegratingresearchresultsreportedintheliterature;examiningasignificantProblemofPractice(POP)throughextantliteratureaswellasempiricallywithinone’scontextofprofessionalpractice;independentlydesigningandimplementinganintervention;andconducting,analyzing,interpretingfindings,reporting,anddisseminatingtheresultsoftheirprogramevaluation.Inadditiontosuccessfullycompletingallcourseworkrequirements(ProgramofStudy),candidatesmustalsosatisfywrittenandoralassessmentsthatdocumentattainmentofcompetenciesandanapplieddissertation.

BecausetheEdDprogramisdesignedspecificallyforthepracticingeducator,GREsarenotrequiredforadmissiontotheprogram.However,othermeasuresofthecandidate’sreadinessfordoctoral-levelworkareconsideredasthecourseworkisrigorousandcandidateselectionishighlycompetitive.StudentsadmittedtotheEdDprogramhavebeenidentifiedforpotentialsuccessbasedonpreviousacademicsuccessinrigorousundergraduateandgraduatecoursework,awell-articulatedPOPthatalignswiththeexpertiseofJHUfaculty,andatleastthreeyearsofprofessionalexperiencewithintheirprofessionalcontext.Pleaserefertotheprogramwebsiteathttp://education.jhu.edu/Academics/doctoral/EdD/foradditionalinformation.

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MembershipintheCarnegieProjectontheEducationalDoctorate(CPED)

TheJHUSOEEdDprogramisamemberoftheCPEDconsortiumofmorethan85collegesandschoolsofeducationworldwide.CPEDisanationaleffortspearheadedbyLeeShulmanandpositionedtopreparepractitioner-scholarstoapplytheirpracticetogeneratenewknowledgeandbecomeinformedexpertswhoguidetheprofessiontonewachievements.Asagroup,CPEDmembersworkcollaborativelytocriticallyexamineandstrengthentheEdDprogramthroughtesting,refining,discussing,providingfeedback,andvalidatingsuccessfulpracticesthroughjointconversationsatsemiannualconveningsandresearchprojects.

VisittheCPEDwebsiteforfurtherdetails:http://cpedinitiative.org

ProgramLeadershipandAdministration

EdDDirector

[email protected]://education.jhu.edu/faculty/SOE_Faculty/stephen-pape

[email protected]

Ms.Masonanswersquestionsaboutthefollowing:• Documentationofcomprehensiveexaminations,proposals,anddissertationdefense• Graduationclearance

[email protected]

Ms.AnnanworkswiththeEdDDirectorinthefollowingprogrammanagementefforts:• ProvidingadministrativesupporttotheDirector• MaintainingtheDirector’scalendar(PleasecontactMs.Annantoscheduleanappointment

withtheDirector.)• Managingspecialprojectsanddataanalysis

[email protected]

TheProgramCoordinatorrespondstoquestionsaboutstudentrecordsandcourse registration including thefollowing:

• Inquiriesfrompotentialstudents• Admissionsprocess• Orientation/residency• Prerequisitetaskspriortofirstsemesterregistration• Programplans/coursespersemester• Scholarshipawards• Currentstudentissues

Studentsmaycontactthefollowingofficesforinformationrelatedtotheseservices:

• Records&Registration([email protected])

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• FinancialAid([email protected])• InternationalServices([email protected])• DisabilityServices([email protected])• StudentAccounts([email protected])

ProgramStructure

ProgramRequirements

TheEdDprogramrequirescandidatestocompleteninety(90)credithoursbeyondthebachelor’sdegree.Studentsentertheprogramwithamaster'sdegreetypicallycomprisingaminimumof36graduate-levelcredits,whichareautomaticallytransferredintotheEdDprogram.Whiletheprogramwasdevelopedforstudentstocompleteinthreeyears,studentswhooptforalongerdurationmaytakeuptofiveyearstocompletetheprogramcoursework.Studentsarerequiredtocompletetheirdissertationwithinsevenyearsofenteringtheprogram.

The2017cohortwillpursueahybridprogram.Candidatesmaypursuethethree-yeartypicalprogram,ortheymaypursueacombinationofcoursestofulfillthenew(2018cohort)program.Studentswhowishtopursuethedoctorateinfourorfiveyearscanworkwiththeiradviserstodetermineanappropriateprogramofstudy.

Note:Studentsmustenrollforaminimumof4.5creditseachsemestertobeeligibleforfederalfinancialaid.Financialaidinformationcanbefoundonthefollowingwebsitehttp://www.students.education.jhu.edu/financial/

Studentswhodonothavetherequired36master’screditsmaybeadmittedonaconditionalbasisandmustcompletetheadditionalgraduate-levelcreditsatanaccreditedcollegeoruniversity.Thesemissingcreditsshouldbecompletedpriortobeginningtheprogram.Studentswithpost-master’sgraduatecreditcompletedpriortoprogramadmissioninrelatededucationcontentmaypetitionforanadditional6transfercreditsbycompletingaPetitionforCourseTransferForm(AppendixB).TransfercreditwillonlybegivenwhencontentcloselymatchestheEdDcourseattheappropriatelevelofrigor.AlltransfercreditmustbeapprovedbytheEdDDirectorbythespringsemesterofthestudent’sfirstyearofdoctoralstudy,otherwisethestudentisresponsibleforcompletingallcoursesinthecourseplan.Studentsareresponsibleforthecontentofthetransfercoursesonallprogramassessments(e.g.,comprehensiveexamination).

AppendixB:PetitionforCourseTransferForm

PleaserefertotheExampleProgramofStudyfordetailsofthecourseworkandlengthofprogram(AppendixC).

2016CohortorEarlierProgramofStudy

Studentsadmittedintothe2016cohortorearlierwillfollowthecourseplanbelow:

• CORE1-ScienceofLearning(12credithours)• CORE2-EducationalOrganizations,Contexts,andSystems(12credithours)• CORE3-AppliedResearchandEvaluation(9credithours)• AreaofSpecialization(12credithours)

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• AppliedDissertation(9credithours)

2017CohortProgramofStudy

Thefollowingcourseworkcomponentsarerequiredbeginningwiththe2017cohort.Studentsinthe2017cohortmayoptforthethree-yearprogram(seebelow)ortransitiontothenewextendedcourseformat.

• FoundationsofEducation(12credits+electives)• AppliedResearchandEvaluation(9credithours)• SpecializationArea(12credithours+electives)• AppliedDissertation(9credithours)

StudentspursueanAreaofSpecializationfrombroadareasofstudyincludingthefollowing:

EducationalContextsandLeadership(ECL)EntrepreneurialLeadershipinEducation(ELE)UrbanLeadership(URB)

Mind,Brain,andTeaching(MBT)TechnologyIntegrationinK16Education(TechK16)HigherEducation(underconsideration)

AppendixC:ExampleProgramofStudyAppendixAA:ProgramPlan2017

ProgramCoherenceandIntegration

Programcoherenceiscriticaltosuccessfulcompletionofthethree-yeardoctoralprogram.ThereareseveralwaysthattheJHUSOEEdDprogramwasbuilttoensurecoherence.First,coursecontentwithinthecoreareasintroducescommontopicsiteratively.Second,studentsdevelopthefoundationfortheirdissertationwithinthecoursework.Third,programcompetencieshavebeenintegratedwithinthecourses.Candidatesprovideevidenceofachievingthesecompetencieseachsummerthroughtheirworktowarddissertationcompletion.Toillustratetheintegratednatureoftheprogram,wehighlightthelearningtrajectoryacrossthethree-yearprograminthefollowingparagraphs.

WhilecandidatescometotheprogramwithanarticulatedPOP,thefocusofYearOneistorefinethePOPintoaresearchablequestion(s).Duringthefirstyearoftheirdoctoralstudies,studentsparticipateintwocoursesinwhichtheyexamineeducationalissuesincludingtheirPOPfromvariousdisciplinaryperspectives.IntheMultiplePerspectivesonLearningandTeachingcourse,candidatesfocusonpsychologicaltheoriesthatbroadlyilluminateourunderstandingofhowpeoplelearn.TheDisciplinaryApproachestoEducationcoursechallengesstudentstoinvestigateeducationalissuesfromanthropological,historical,economic,andsociologicalperspectives.Studentsalsotaketwocoursesthatfocusonexaminingeducationalproblems.InContemporaryApproachestoEducationalProblems,studentsareintroducedtoImprovementSciences(Bryk,Gomez,Grunow,&LeMahieu,2015)astheylearntocriticallyanalyzeresearch.StudentsalsobegintobuildtheirknowledgeoftheresearchprocessthroughtheonlinesummerorientationandcontinuethislearningwithinResearchMethodsandSystematicInquiryI.Inthiscourseaswellasduringthesummerdissertationcreditsduringthesummer,studentsempiricallyexaminethe

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factorsassociatedwithandunderlyingcausesforthePOPwithintheircontextofprofessionalpractice.Studentsgatherempiricalevidence,throughsystematicobservation,existingdataanalysis,orthecollectionofnewdata(ifappropriate),todescribethePOPwithintheircontextofprofessionalpracticeandtounderstandhowthefactors/causesarefunctioningwithintheircontext.Thesynthesisoftheliteraturedevelopedduringthefirstyearoftheprogramandtheempiricalexaminationofthecontextofprofessionalpractice(i.e.,theneedsassessmentstudy)aretheinitialcomponentsforastudent’sYearOnepaper.

Studentsgenerallytake1–2corecoursesduringthesummersemester.Thesecoursesmayincludeanelectivecourse.Studentsinspecificspecializationsareencouragedtotaketheinitialcorecoursefortheirareaofspecialization,ifavailable(i.e.,MBT-Mind,BrainScience,andLearning;ECL-LeadershipinEducationalOrganizations,andEdTech-Technologies&CreativeLearning).Inthesecourses,candidatescontinuetheirinvestigationoftheScienceofLearningandEducationalOrganizations,Contexts,andSystemscoreareas.AllstudentsarerequiredtoengageintheMulticulturalEducationcourse.

DuringthefallofYear2,candidatesbegintospecializewithintheirareaofspecializationastheyfocustheireffortsonidentifyingand/ordevelopingaresearch-basedinterventiontargetedtowardimpactingoneormorefactorsassociatedwithorunderlyingcausesforthePOP.Thesecoursesnotonlyfocusonastudent’sareaofspecializationbutalsoserveasthecontextinwhichtheywritetheirliteraturereviewfortheirapplieddissertationstudy.WithintheYear2researchcourses,candidatesbegintoconsiderhowtheywilldocumenttheprocessofimplementingtheinterventionaswellasproximaloutcomesoftheirintervention.Thethirdyearcontinuesthefocusinacandidate’sareaofspecializationasthecoreareasarecompleted.Candidatescompletecomponentsoftheirdissertationwithinthespecializationcoursesandcompletethedissertationduringthethirdsummer.

TheEdDprogramfacultyarecommittedtodevelopinganeffectivestructureofsupportforstudentswhileholdingthemtothehighestexpectationsfordoctoralwork.Sincecourseworkprovidesanopportunityforstudentstobeginelementsofthedissertation,allfacultyplayacrucialroleinsupportingdoctoralstudentstoattaintheirgoalsfortheprogram.Toensuresuccess,theEdDprogramexpectsstudentstounderstandtheintegratednatureoftheprogramwhilerecognizingthattheworkdoneincoursesisnotanimmediatedissertationproduct;furtherworkbeyondthesemesterwillalwaysberequiredtoenhanceandrefinetheproductforthedissertationbasedoninstructorandadviserfeedback.

ProgramTransitionPointsandKeyAssignments

CandidatesenrolledintheJHUSOEEdDprogrammustsuccessfullymeettherequirementsofseveraltransitionpoints,whicharedelineatedinAppendixE:TimelineofTransitionPoints.Belowisadescriptionofthetransitionpoints.

AppendixE:TimelineofTransitionPoints

YearOnePaper

Thispaperisaculminationofastudent’sexaminationofthefactorsassociatedwithand/orunderlyingcausesfortheProblemofPractice(POP).Thispaperrepresentsadeepsynthesisofresearchliteratureandanempiricalstudythatisconductedwithinthecontextsofprofessionalpractice.StudentsworkwiththeiradvisersduringthesummerofYearOnetorevise,combine,and

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enhancetheworkcompletedintheYearOnecourses.StudentssubmittheYearOnePaperandmustshowadequateprogresstowardYearOneprogramcompetenciestocontinueintothefallsemestercourses.Studentswhoarenotsuccessfulinthissummerprojectmayberequiredtotakealeaveofabsence.TheYearOnePaperissubmittedtotheadviserinAugustofthesummerfollowingYearOnecourseworkcompletion.

YearOneSelf-AssessmentPaper

StudentspresenttheirYearOneSelf-AssessmentPaperindicatinghowtheirworkthusfarintheprogramprovidesevidenceoftheYearOneprogramcompetenciesandgoals.TheYearOneSelf-AssessmentPaperissubmittedwithintheBlackboardprogramsiteandtothestudent’sadviser(s)beforethecompletionofthesummerterm(dateTBDbasedonSOEcalendar).

YearOneSelf-AssessmentAssignmentDescription(anticipatedrevisionavailableJune2017)

ComprehensiveExams

TheDoctorofEducationProgram(EdD)requiresstudentstosuccessfullycompleteanoralcomprehensiveexaminationasatransitionbetweenYearTwoandYearThreecoursework.Successfullycompletingthecomprehensiveexaminationisaformalassessmentofastudent’sreadinesstoenterthedoctoralcandidacyandbeginhisorherdissertationresearchstudy.

Typically,thistransitionpointiscompletedthelastweekofthesummersemesterafterYearTwocourseshavebeencompleted.StudentsarerequiredtoorallyrespondtoaminimumoffourquestionschosenbytheDissertationAdvisoryCommittee(DAC).TheDACproctorstheexam,whichisscheduledfor2hours.

Therearethreepossibleoutcomesfortheexamination:Pass,PasswithConditions,orFail.IftheconditionsforaPasswithConditionsarenotadequatelymet,thestudentisdeemedtohavefailedthecomprehensiveexaminationandmusttaketheexaminationagaininitsentirety.

Studentswhodonotsuccessfullycompletethecomprehensiveexamshouldnotmoveforwardwiththeirdissertationresearch.Studentswhodonotsuccessfullycompletethecomprehensiveexaminationintheirfirstattemptwillhaveasecondopportunity.Ifthesecondopportunityisnotsuccessful,thestudentwillbeaskedtoleavetheprogram.

Thecomprehensiveexaminationshouldprecedethedefenseofthedissertationproposal.Studentswhowillneedtostarttheirinterventionsanddatacollectionbeforetheendofthesummersemestershouldspeakwiththeiradvisersabouttakingthecomprehensiveexaminationearlierduringthesummersemester.Thesestudentsshouldavoidacorecourseduringthissemester.Pleaserefertocomprehensiveexaminationdescriptionbelow,AppendixJ:ComprehensiveExaminationProtocol,AppendixK:HowtoPreparefortheComprehensiveExams,andAppendixV:ReportofComprehensiveExaminationfordetailsandrecommendationsonhowtoprepareforasuccessfulcomprehensiveexamination.

AppendixJ:ComprehensiveExaminationProtocol

AppendixK:HowtoPreparefortheComprehensiveExams

AppendixV:ReportofComprehensiveExamination

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DissertationProposal

FollowingsuccessfulcompletionofthecomprehensiveexaminationandpriortosubmittinganIRBprotocoltobegindissertationresearch,studentsmustsuccessfullycompleteanoraldefenseoftheirdissertationproposal.ThedissertationproposaldefenseisadiscussionduringwhichstudentspresenttheresearchthathasshapedtheirunderstandingoftheProblemofPractice,theproposedinterventiontoeffectuatesomepositivechangerelatedtoproblem,andaplantoevaluatetheinterventionimplementationtoestablishwhetherchangehasoccurred.

Thedissertationproposalisaculminationofastudent’sworkoverthefirsttwoyearsoftheprogram.ThedissertationproposalshouldconsistofChapters1–4.Chapter4isaproposalforthedissertationstudy.Astudentcannotdefendthedissertationproposalwithouttheapprovaloftheadviser.Oncetheadviseragreesthatthestudentisreadytodefendtheproposal,thestudentshouldreachouttothecommitteemembersanddetermineadateandtimeforthedefense.Itisthestudent’sresponsibilitytohaveacleancopyofthedissertationproposaltoeachmemberofthecommitteenolessthantwoweeksinadvanceofthedefensedate.

TheDoctoralAdvisoryCommittee(DAC)determinesthelevelofrevisionrequiredincluding“minorrevisions,”“substantialrevision,”or“majorrevision.”Pleaserefertotheapplieddissertationdescriptionbelow,andAppendixL:AppliedDissertationDescription,fordefinitionsoftheselevelsofrevision.RefertoAppendicesGandHfortheDefenseProtocolandtheApprovalofDissertationProposalForm.

AstudentisadmittedintoDoctoralCandidacywhenheorshehassuccessfullypassedthecomprehensiveexaminationanddefendedhisorherdissertationproposal.Studentsshouldwaittobegintheirdissertationstudyuntiltheyhavebeenadmittedtocandidacy.

AppliedDissertation

DoctoralcandidatesareexpectedtodemonstrateevidenceofproficiencyinindependentresearchthroughthedevelopmentandconductofaresearchprojectrelatedtoaPOPfocusedonthecandidate’scontextofprofessionalpractice.Theapplieddissertationprovidesevidenceofadoctoralstudent’sabilityandmasteryoftheskillsnecessarytoframeanimportanteducationalissueanddevelop,implement,andevaluateanintervention.Theapplieddissertationiscomprisedoffiveprimarycomponents:(1)anintroduction;(2)aclearlyarticulated,contextualizedconceptualframeworkthatdepictstherelationshipsbetweenunderlyingcausesandassociatedfactorswithinthecontextofprofessionalpractice;(3)aninterventionandprogramevaluation;(4)documentationoftheprocessofimplementation;and(5)findingsrelativetoproximaloutcomes,analysis,conclusions,andimplicationsfortheeducationalpractitioner.

PleaserefertotheguidelinesoutlinedinAppendixL:AppliedDissertationDescription.WhentheDACmembershaveapprovedthedissertationstudy,thestudentshouldfacilitatethecollectionofthecommitteemembers’signaturesontheApprovalofDissertationProposalForm.

AppendixL:AppliedDissertationDescription

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DissertationDefenseTimelineandExpectations

Thefinalsteptowardcompletionofthedegreeisthedefenseofthestudent’sdissertationresearch.ThisisadefenseofChapters1–5ofthedissertation,whichshouldbeformattedinaccordancewiththeJHUETDandAPAformattingexpectations.ThesameroomandtechnologyreservationprotocolasnotedintheDissertationProposalDefenseisfollowed.

Theadviseristheleadreaderonthedissertationstudy.TheDACservesasdisciplinaryormethodologicalexpertswhoshouldbeconsultedthroughoutthedevelopmentofthedissertationstudyandwritingthedissertation,buttheadvisershouldseeaninitialdraftandgiveseveralroundsoffeedbackpriortoallowingthestudenttosubmitthedissertationtothecommittee.Studentsshouldexpectfeedbackfromtheiradviserswithinapproximately2weeksofsubmittingadraft.SeeAppendixE:TimelineofTransitionPointsandAppendixG:DefenseProtocol,forfurtherdetailsofthedissertationproposalanddissertationdefenses.

RoomandTechnologyReservation

Itisthestudent’sresponsibilitytosecurethespaceandtechnologyforthecomprehensiveexaminationanddissertationdefenses(i.e.,proposalandfinaldissertation).Theroomreservationandtechnologyprotocolisasfollows:

1) Thestudentmustconfirmtheapproveddate/timewiththeDAC.2) Ifthestudentandothercommitteememberswillbepresentatthedefense,thestudent

mustemailSchedule@jhu.eduandcctheEdDProgramCoordinatortorequestaroomatSOE.IfaroomattheColumbiacampusisneeded,thisshouldbeindicatedintheemail.

3) Ifthestudentoranotherindividualisplanningonattendingvirtually,thestudentmustrequestbyemailRoom222andaccesstotechnologyforavirtualmeeting.TimReiss([email protected])isthecontactforrequestingtechnologyintheassignedroom.

4) ThestudentmustconfirmthisinformationwiththeprogrambysendinganemailtotheProgramCoordinator(TBD)withconfirmationofthedefensedate,room,andthattechnologyhasbeenrequested.

5) Ifthedateand/ortimeforthedefenseischanged,thestudentmustemailthefollowingtocanceltheroomandtechnology:[email protected],CathyCao([email protected]),[email protected]

SubmissionofApprovedDissertation

TheUniversityrequiresthatstudentselectronicallysubmittheirdissertationtothelibrarythroughtheelectronicthesisordissertation(ETD)system.Themostup-to-dateinformationisavailableathttp://guides.library.jhu.edu/etd.Tograduateinagivensemester,thefinaldissertationwithalleditsmustbesubmittedthroughtheETDsystembeforethedeadlineforfinalsubmission.(SeetheETDwebsiteforthedeadline,whichvarieseachsemester.)

Anelectronicthesisordissertationisadigitalversionofastudent’sdissertationthatisavailabletothepublicviatheInternet.ThefilemustbeaPDF/A,notastandardPDF.(SeetheETDwebpageforhelporattendoneoftheseriesofone-hourETDworkshops.)

Thedissertationisintellectualproperty.Copyrightisautomatic,butregistrationwiththeCopyrightOfficeestablishesapublicrecordofthecopyrightclaim.Todoso,studentsmayregisteracopyright

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withtheCopyrightOffice.Informationcanbefoundunder“DoctoralDissertations”ontheETDsubmissionwebpage.

AsofDecember1,2015,thelibraryreinstatedalong-standingsubmissionfeefordissertations.This$60feemaybepaidbycreditcard.StudentsmustpaytheETDfeeimmediatelyaftersubmittingthedocumentasthedissertationwillnotbeapproveduntilthelibraryverifiesthatthefeehasbeenpaid.

AppendixG:DefenseProtocol

AppendixH:ApprovalofDissertationProposalForm

AppendixI:DissertationApprovalForm

AdviserandDissertationAdvisoryCommittee

Adviser

Theadviser is responsible forguiding the student through candidacyanddissertationrequirements,servingasaconsistentsupportpersonandthemainrespondenttothechaptersfortheapplieddissertation.Theadviserdevelopsaseriesofcheckpointseachsemesterbasedontheprogramtimeline(seeAppendixE:TimelineofTransitionPoints).

Whenapplicantsareacceptedasdoctoralstudents,theyareassignedaninitialadviserwhoistypicallytheDirectororanotherfacultymember.TheinitialadviserhelpsstudentsnavigateorientationandthefallsemesterofprogramYearOne.Duringthefallsemester,studentssubmittheirrevisedPOPstatement,whichtheprogramfacultyusestomatchthestudentwith(an)SOEadviser(s).(SeeAppendixZ:POPStatementResource(October15,2016).

AppendixZ:POPStatementResource(October15,2016)

SelectionofAdviser

Theselectionofadviser,whoservesastheChairoftheDAC,isbaseduponthestudent’spreferenceswithinprogrammaticconstraints,thesharedinterestsofthestudentandthefacultymember,andtheteachingandadvisingresponsibilitiesofthefacultymember.Ifastudenthasaspecificrequestforafacultyadviser,thestudentshouldnotifytheprogramatthetimeofthePOPsubmission.Theprogramwillattempttohonorastudent’srequestifpossible,basedontheconstraintsnotedabove.

Studentsreceiveanemailinthelatefall/earlyspringsemestersuggestingafacultymembertoserveasanadviser.StudentsshouldquicklyscheduleacallwiththefacultymembertodiscusstheirPOPandexpectationsoftheadvisingrelationship.Afterthatconversation,ifthematchismutuallyagreeable,thestudentcompletesaChangeofAdviser/CommitteeMemberFormtoconfirmthenewadviser(seeAppendixT).Ifthepairingisnotmutuallyagreeable,thestudentmustinformtheCo-DirectorsoftheEdDprogram,andtheprocesswillcontinueuntiltheappropriateadviserisselected.

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ChangeofAdviser

Doctoralstudentsseekingachangeofadviseratanytimeduringtheirdoctoralstudiesmustinformtheircurrentadviseroftheirdecisiontorequestachange.TheyshouldthencontacttheDirectortosupportidentificationofanewadviser.Oncethispersonagreestoserveasadviser,studentscompleteaChangeofAdviser/CommitteeMemberForm(AppendixT)andsubmitthecompletedformwithintheprogramsiteinBlackboard.Thisformmustprovidearationaleforthechangeandthesignatureofthenewadviserindicatingthatheorsheiswillingtoadvisethestudent.AchangeinadvisermustbeapprovedbytheprogramDirector.

AppendixT:ChangeofAdviser/CommitteeMemberForm

FacultyCo-Advisers

Therearetimeswhendoctoralstudentsareassignedco-advisers.Co-advisersmaybeintheformoftwoJHUSOEfacultywhoarepartneringtoworkwithastudentduetotheircomplementaryexpertise.Inaddition,studentswithadjunctadvisers(i.e.,non-JHUSOEfaculty)orSOEfacultynewtoadvisingintheEdDprogramareassignedanSOEfacultymemberasprogramco-adviserandcommitteemember.Theco-adviseristhesecondaryadviserwhosupportstheprocessandexplainspoliciesthatareinherentinthemulti-yeardurationoftherelationship.AsamemberoftheDAC,theco-adviserisintegraltothedevelopmentofthedissertationthroughouttheprocess.

DoctoralAdvisoryCommittee

TheDACconsistsofthreeindividuals.Thechairorco-chairsofthestudent’sDACis(are)thestudent’sadviser(s)andmustbeafull-timeSOEfacultymember.Inaddition,thecommitteeincludesatleastoneotherSOEfacultymember,andoneoutsidemember,whomusthaveaterminaldegreeandmaybeapersonfromthestudent’scontextofprofessionalpractice.StudentsshouldsubmitacompletedChangeofAdviser/CommitteeMemberForm(AppendixT)alongwiththeoutsidecommitteemember’scurrentCVtotheProgramCoordinatorforapprovalbytheDirectornolaterthanfallofthestudent’ssecondyearintheprogram.

InstitutionalReviewBoard

StudentsmustrecognizetheirresponsibilityintheconductofresearchinvolvinghumanparticipantsandtheroleoftheJHUHomewoodInternalReviewBoard(HIRB)tothesafetyandwell-beingoftheparticipants.NodatamaybecollectedpriortoHIRBapproval.AnydatacollectedwithoutHIRBapprovalconstitutesacademicmisconduct.

MeetingRequirementsforEthicalResearch(HIRB)

TheJohnsHopkinsUniversityiscommittedtoprotectingtherightsandwelfareofindividualsparticipatinginresearch.AllhumanparticipantresearchconductedundertheauspicesoftheUniversityisevaluatedbyHIRBtoensurethattherightsandwelfareofparticipantsarefullyprotected.

StudentswhointendtoconducttheirresearchwithdatafromhumanparticipantsmustsubmitaproposaltotheHIRB.(SeetheHumanSubjectsProtectionProgramwebsiteathttp://web.jhu.edu/Homewood-IRB.)AllfacultyandstudentsintheEdDprogrammustcomplywiththeJHUguidelinesforIRB.

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1. ForthepurposeoftheHIRBprotocol,astudent’sadviseristhePIonthedissertationstudy.TheadviserisresponsibleforreviewingandsubmittingtheIRBprotocol,andinsodoingtheadviseriscertifyingthattheIRBprotocolisalignedwiththestudent’sapproveddissertationstudy.

2. StudentsdeveloptheIRBprotocolonlyaftertheyhavedefendedthedissertationproposalandallcommitteemembershaveapprovedthestudyandsignedtheApprovalofDissertationProposalForm(AppendixH).

3. IRBprotocolsshouldbesubmittedtobothJHUHIRBandtheIRBwithinthestudent’scontextofprofessionalpractice(i.e.,schooldistrictorothereducationalorganization)atthesametime.OncesatisfiedwiththeIRBprotocol,JHUwillapprovethestudent’sstudyPENDINGdistrictoreducationalorganizationapproval(ifthedistrictoreducationalorganizationrequiresapprovalfromaformalboard).Typically,thedistrictwillthenapprovetheresearchoraskforchanges.AllchangeswillrequiremodificationsreportedbacktoJHUHIRB.Oncebothbodiesapprovetheresearch,JHUHIRBcanofficiallyapprovethestudy.

4. StudentsshouldnotrecruitparticipantsorcollectdatapriortoJHUHIRBandhomeIRBapproval.Onceapproved,studentsshouldusethestampedJHUHIRBapprovedletterstorecruitparticipants.

5. IncaseswherethecontextofprofessionalpracticedoesnothaveanIRBandtheSuperintendentorotherofficialapprovestheconductofresearch,HIRBwillrequirealetterindicatingthattheschooldistrictisawareofthestudymethods,hastheauthoritytoapprovetheconductofresearch,andapprovesofthestudent’sdissertationstudy.ThatlettermustbeincludedwithintheHIRBprotocol.

6. Onceapproved,allchangestothespecificsofastudy,regardlessofhowsmall,MUSTbeapprovedbybothIRBbodiespriortomakingthesechangestotheapprovedstudy.

AlldoctoralstudentsandfacultyarerequiredtoobtainHumanSubjectProtectionsCertificationbycompletingJHU’sCITIProgramtrainingandtomaintainthiscertification.Seehttps://www.citiprogram.org/Default.aspforup-to-dateinformation.AllstudentsshouldhavecompletedCITItrainingaspartoftheirorientationand,therefore,shouldhavecertificationfortheentiretimeoftheirprogramunlesstheygobeyondthethree-yearprogram.StudentsmustsendJohnBlack([email protected])thecompletedCITItrainingcertificate.IfCITItrainingiscompletedatanotherinstitution,thestudentmustcreateaCITIaccountorlogintoanexistingaccountandaffiliatewithJHU.(SeeAppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining.)Forquestionsabouttheprocess,contactJohnBlackinHIRB([email protected]).

AppendixU:StepsforCreatingaCITIAccountandCompletingtheCITITraining

ConferralofDegreeandGraduationCeremony

TheUniversityconfersdegreesthreetimesayearinMay,August,andDecember.Thereisonlyonegraduationceremony,however,heldinMayofeachyear.Allgraduatesandfacultyareencouragedtoattendthegraduationceremony.Thisisanimportanteventforstudentsaswellastheirfamilies,advisers,theSOE,andtheuniversity.GraduateswillbehoodedintheSOEceremonyduringtheMaygraduationceremonyfollowingtheconferraloftheirdegree.Pleasenotethatparticipationin

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thegraduationceremonymaybeuptoninemonthsafterthedegreeconferraldate.

ApplyingforGraduation

Onceastudentisconfidentthatheorshehascompletedallrequirementsofthedegree,thestudentcompletesandsubmitstheApplicationforDegreeFormtobeconsideredforgraduation.Thedeadlineforsubmittingthisform,whichistypicallyearlyinthesemester,islistedonthefollowingwebsite:http://education.jhu.edu/graduation/

ProgramResourcesforStudents

YearOneCohortCoach

TheYearOneCohortCoachprovidesacademicsupportforEdDstudentsduringtheirfirstyearintheprogram.Thispersonservesasthestudent’sconnectiontoandmeansforacculturationintotheEdDprogramduringthisinitialperiodintheprogram.TheCohortCoachmonitorsastudent’sexperienceandprogress intheprogramgenerallyandbuildscommunitywithinthecohortofstudentsbymaintainingcommunicationwiththecohort,engagingwithstudentswithintheBlackboardprogramsite,communicatingwithindividualstudentsatleastmonthly,andcreatingcriticalfriendsgroups.TherolesandresponsibilitiesoftheCohortCoachinclude:

• Conveningataminimum,monthlymeetingstohelpstudentsunderstanddoctoral;expectationsincludinghowtodevelopdoctoral-levelskillsandcompetencies;

• Remainingavailabletostudentsforemailcommunicationasneeded;• Respondingtostudentemailsandrequestsinatimelyfashion;• Supportingstudents’generaldevelopmentasdoctoralcandidates;• Guidingstudentsinthedevelopmentofdoctoral-levelthinking;• GuidingstudentsastheyrefinetheirPOPstatements;• Identifyinganyareasofneedamongstudents;and• ProvidingfeedbacktotheProgramDirectorsregardingtheneedsofstudents.

EdDProgramSite

TheEdDProgramsiteisstudents’connectiontotheirEdDprogram.Thissitecontainsallprogram-developedorprogram-recommendedresourcestosupportstudentstosuccessfullycompletetheEdDprogram.Studentsareencouragedtoreviewtheresourcesandmaterialsforrequiredforms,orientationmaterials,archivedorientationrecordings,discussionboards,andadditionalresources.

Starfish:OnlineSchedulingandEarlyWarningSystem

Starfishisaprogramwithinthelearningmanagementsystem(LMS)thatprovidesanearlywarningsystemforstudents,faculty,advisers,andtheDirectortosupportstudentswhoareexperiencingdifficulty.Programfacultyandadministrationcancommunicatewithstudentsandraiseaflagtoalertastudentofaconcernthatmayjeopardizehisorherprogressintheprogram.Therearealsoflagsthatcanberaisedtoalertfacultyofpersonalorhealthissuesthatmaypreventastudentfromparticipatinginclassforacertainperiodoftime.

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Ifastudentseesthataflaghasbeenraised,itisexpectedthatthestudentcommunicatesimmediatelywiththefacultymembertodiscusstheconcern.TheDirectormayalsorequestameetingtoconfirmthattheissuehasbeenresolved.

ManyfacultyuseStarfishtoschedulemeetingsduringofficehours.StudentsshouldlookforthefacultyofficehoursinStarfishtoscheduleanappointment.IfthefacultymemberisnotusingStarfish,heorshemaybecontactedbyemailorphone.SeeAppendixQ:Starfish-GettingStartedGuideforStudentsformoredetails.

AppendixQ:Starfish-GettingStartedGuideforStudents

SPSSStatisticalSoftware

StudentshaveaccesstovirtualSPSSstatisticalsoftwareatnoadditionalcostuponenrollmentintheirfirstsemesteroftheEdDProgram.ItisnotrequiredthatthestudentpurchaseSPSSstatisticalsoftware,andifastudentchoosestopurchaseadifferentstatisticalpackage,pleasenotethattheprogramwillteachdataanalysisusingSPSSsoftwareonly.

ToaccessthevirtualSPSS,thestudentwillneedtodownloadaCitrixclienttohisorhercomputer.Pleasegotohttp://studentaffairs.jhu.edu/computing/computing-on-campus/computer-lab/myjlab/ to access directions to download and use Citrix. LibrarianInformationalSessions

SOELibrarians:[email protected]@jhu.edu

TheSOElibrariansprovidevariousservicesfortheEdDfacultyandstudents.Thesesupportshavecometothestudentsintheformofdiscussionboardswithincoursesortheprogramsiteandsynchronoussessionsledbythelibrarians.TopicsofthesesessionsincludespecificassignmentswithincoursessuchasfindinginformationfromtheperspectiveofeachdisciplinefortheDisciplinaryApproachestoEducationalProblemscourse,writinganannotatedbibliography,evaluatinginformation,synthesizingresearchliterature,andusingGoogleandGoogleScholar.

LibraryResourceGuides

Thelibraryhasdevelopedresourceguidesthatserveasalaunchingpointforeducationresearchandcontaincontactinformationforthelibrarians:

Education–http://guides.library.jhu.edu/educationCounselingandHumanDevelopment–http://guides.library.jhu.edu/counselingEducationintheHealthProfessions–http://guides.library.jhu.edu/edhealthsci

ElectronicandPrintReserves(E-Reserves)

StudentshaveaccesstoonlinereadingsthroughE-Reserves.Thisisavailableineachcourseforthedurationofthecourseonly.Itisimportantthatstudentsdownloadresourceswhiletheyareavailableduringthesemesterinwhichtheyareenrolledinthecourse.Oncethecourseends,studentswillnolongerhaveaccesstotheE-Reserves.

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PlagiarismSoftware:IthenticateandSafeAssign

TheEdDprogramtakesissuesofplagiarismseriously.FacultyareencouragedtosubmitallstudentassignmentsthroughIthenticate.StudentsshouldrefertotheJHUSOEacademiccataloguehttp://www.students.education.jhu.edu/catalog/policies/conduct/academic.htmlformoreinformationregardingIthenticateandSafeAssign.

APAFormattingStyle

TheuseofthemostcurrenteditionofthePublicationManualoftheAmericanPsychologicalAssociation(APA)isrequiredwithinallEdDcourses.ItishighlyrecommendedthatstudentsbuythecurrentAPAmanual.ThefollowingreferencesareavailabletolearnmoreaboutAPA.

HandyGuideforAPA

https://ssw.unc.edu/files/web/pdf/Current%20Students/ThePortableEditor5final.pdf

QuizzesforPracticeorSelf-Assessment

http://www.niu.edu/writingtutorial/style/quizzes/APA.htmhttps://awc.ashford.edu/apa-practice-quiz.htmlTeachingAssistants

TeachingAssistants(TAs)aregraduatestudentswhohelpfacultywiththecontentanddeliveryofcourses.TAsaresupervisedbythecourseinstructor-of-recordandaresubjecttoestablishedSOEpoliciesonstudentacademicemployment.TAsarehiredonanas-neededbasisandarerequiredtohavecompletedthecourseinwhichtheywillserveandhaveachievedagradeintheA-range.IfastudentisinterestedinapplyingtobeaTA,applicationisthroughJHUJobs:https://jobs.jhu.edu/jhujobs/

ServicesprovidedbyTAsinclude,butarenotlimitedto,monitoringandleadingdiscussionsessions,offeringofficehourassistance,and/orperformingclericaltasksassociatedwithcourseinstruction.WhileTAscanrecommendgradesforassignments,thecourseinstructor-of-recordisresponsibleformakingallgradingdecisions.SeeAppendixS:PolicyStatement:TeachingAssitants,fortheresponsibilitiesofaTA.

AppendixS:DutiesofTeachingAssistantsintheEdDOnlineProgram

AcademicPolicies

TheinformationpresentedbelowreflectsthepolicyasofMay17,2017.Academicpoliciesaresubject

tochange.Forthemostup-to-dateversionofschoolwidepolicies,studentsshouldrefertothe

AcademicCatalog. PoliciesGoverningAcademicConduct

SOEstudentsassumeanobligationtoconductthemselvesinamannerappropriatetoJHU’smissionasaninstitutionofhighereducationandwithacceptedstandardsofethicalandprofessional

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conduct.Studentsmustdemonstratepersonalintegrityandhonestyatalltimesincompletingclassroomassignmentsandexaminations,incarryingouttheirfieldworkorotherappliedlearningactivities,andintheirinteractionswithothers.Studentsareobligatedtorefrainfromactstheyknowor,underthecircumstances,havereasontoknowwillimpairtheirintegrityortheintegrityoftheUniversity.

TheSOEdefinesacademicmisconductasanyintentionalorunintentionalactthatprovidesanunfairorimproperadvantagebeyondastudent’sownwork,intellect,oreffortincludingbutnotlimitedtocheating,fabrication,plagiarism,unapprovedmultiplesubmissions,orhelpingothersengageinmisconduct.Thisincludesthemisuseofelectronicmedia,text,print,images,speeches,andideas.Anyactthatviolatesthespiritofauthorshiporgivesundueadvantageisaviolation.Studentsareresponsibleforunderstandingwhatconstitutesacademicmisconduct.

OtherviolationsofacademicintegrityandethicalconductincludebutarenotlimitedtoknowinglyfurnishingfalseorincompleteinformationtoanyagentoftheUniversityforinclusioninacademicrecords;violationoftherightsofhumanandanimalsubjectsinresearch;andfalsification,forgery,alteration,destruction,ormisuseoftheUniversitysealandofficialdocuments.(Forviolationsrelatedtonon-academicconductmatters,seePolicesGoverningStudentConduct.)

ProceduresGoverningStudent-InitiatedComplaints

Studentswhowishtoinitiateacomplaintregardingtheacademicconductofanotherstudentshouldconsultwiththeinstructorofthecourseinquestionorwiththeirfacultyadvisers.

Studentswhowishtoinitiateacomplaintrelatedtonon-academicstudentconductshouldcontacttheStudentAffairsoffice.SeeProceduresGoverningStudentConductComplaints.

StudentswhowishtocommunicateaconcernorinitiateacomplaintaboutafacultymembershoulddosoinwritingtotheDirectorandViceDeanforAcademicAffairs.Thiscommunicationisheldconfidential.StudentscanalsocontacttheStudentAffairsOfficedirectlytocommunicateorfileagrievanceaboutanSOEprogram,service,orfacultybycontactingJennyEddinger([email protected]).

ProceduresGoverningFaculty-InitiatedComplaints

TheSOEplacesthehighestvalueonintellectualintegrityandpersonaltrustwithinourcommunity.Instructorsarerequiredtoinvestigateanysuspicionofacademicmisconductandareencouragedtodocumenttheevidenceandallcommunicationwithstudentsconcerningpossibleinfractions.Beforemakingafinaldecisioninacase,instructorsconsultwiththeProgramDirectorandfacultyadviser.Iftheinstructorultimatelydeterminesthatacademicmisconducthasoccurred,theinstructorcompletesSOE’sAcademicMisconductForm,providingabriefdescriptionoftheinfractionandtheactiontobetaken.

Theinstructormustdeterminethepenaltyimposedathisorherdiscretion.Forafirstoffense,anddependingontheseverityofthecharge,theinstructormaychooseto1)reducethenumberofpointsorthegradelevelawardedfortheassignmentinquestion,2)allowthestudenttoresubmittheassignment,butsetalimitonthepossiblenumberofpointsorthegradethatthestudentmayearn,3)awardzeropoints/anFgradefortheassignmentwithoutgrantingthestudentanopportunitytoresubmit,or4)imposeanothertypeofpenaltyasheorshedeemsappropriate.Iftheinstructordecidestoimposeanothertypeofpenalty(option#4),thepenaltyshouldbe

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determinedinconsultationwiththeDirector.Forasecondoffense,orforaparticularlyegregiousfirst-timecaseofacademicmisconduct,theinstructormustawardanautomaticFgradefortheentirecourseandthestudentmaybedismissedfromtheacademicprogram.

Ifthestudentacceptsthechargeandthepenaltyimposedbytheinstructor,heorshesignstheconsentstatementontheAcademicMisconductForm.Astudentwhosignstheconsentstatementadmittingtheinfractionandacceptingthepenaltycannotsubsequentlyappeal.Oncebothpartieshavesignedtheform,itisplacedinthestudent’srecord(whichtheRegistrar’sOfficemaintains),withacopysenttothestudent’sadviser,programlead,andtheViceDeanforAcademicAffairs.Thisprocessshouldbeinitiatedduringthesemesteratissueandcompletedwithin30daysoftheinstructor’sidentifyingtheallegedacademicmisconduct.

Ifthestudentdisagreeswiththeacademicmisconductchargeand/orthepenaltyimposedbytheinstructor,heorshemustsigntheacknowledgementstatementontheAcademicMisconductForm,insteadoftheconsentstatement,acknowledgingthatheorsheisawareoftheinstructor’sdecision.Insuchcases,thestudentmayappealthedecisiontotheViceDeanforAcademicAffairs(ordesignee).AnyappealtotheViceDeanmustbesubmittedbythestudentintheformofaletter.Insubmittinganappeal,thestudentmustprovideathoroughrationaleforthebasisoftheappealandincludesupportingmaterialsasevidence.Suchmaterialstypicallyconsistofthedisputedworkinquestion,thesignedAcademicMisconductForm,andanycorrespondence(suchasemail)betweenthestudentandtheinstructor.TheappealformandsupportingmaterialsmustbereceivedbySOE’sOfficeofStudentAffairswithinsevenworkingdaysofthedatetheinitialAcademicMisconductFormissignedbytheinstructorandstudent.Theappealletterandsupportingmaterialsshouldbemailedtothefollowingaddress—JohnsHopkinsUniversitySchoolofEducation,6740AlexanderBellDrive,Columbia,MD21046—[email protected]“AcademicMisconductAppeal”shouldbereferencedintheemailsubjectline.

TheOfficeofStudentAffairsreviewsanddeterminesthattheappealwasinitiatedwithinthe7-dayappealwindowandthatappropriatesupportingmaterialshavebeensubmitted.TheOfficeofStudentAffairsmaycontactthestudentforfurtherinformation—forexample,requestingadditionalsupportingmaterialsorclarificationregardingtheappeal.

FollowingtheinitialreviewbytheOfficeofStudentAffairs,andprovidedtheappealwasinitiatedwithintherequired7-daytimeframeandincludesappropriatesupportingmaterials,theOfficeofStudentAffairsforwardstheappealletterandsupportingmaterialstotheViceDean.TheViceDean(ordesignee)appointsafacultyhearingcommitteetoreviewthecase.

Thehearingcommitteemustcompriseatleastthreefacultymembers,includingonefacultymemberdrawnfromtheacademicareaofemphasisofferingthecourseinwhichtheallegedinfractiontookplace,plusasenioradministrator(equivalenttoanAssistantorAssociateDean-levelappointment)andarepresentativefromtheStudentAffairsoffice.Followingapresentationoftheevidenceinsupportofthechargeandtheevidencethestudentoffersinresponse,thecommitteerendersadecisionanddeterminestheappropriatecourseofaction.Awrittenreportpreparedbythecommitteecontainingabriefdescriptionoftheallegedinfractionandthepenaltyimposed(ifapplicable)mustbeplacedinthestudent’srecord.

Followingnotificationofthehearingcommittee’sdecision,thestudentmaysubmitawrittenappealintheformofaletterwithin7workingdaystotheSOEDean.AnappealtotheDeanmustbebasedonproceduralerrorthathadasignificant,substantiveeffectontheoutcomeoftheproceedings,or

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onnewlydiscoveredevidencethatwasnotavailableatthetimeoftheinitialappeal.Whentherequestisbasedonnewevidence,thecasemaybereferredbacktotheViceDean(ordesignee)orthehearingcommitteeforfurtherconsideration.AfterfinalreviewofalldocumentationandthefinalrecommendationoftheViceDean(ordesignee)orhearingcommittee,theDean(ordesignee)mustmakethefinaldecisioninthematter.

Allacademicmisconductappealsmustberesolvedwithin60calendardaysfromthedatethestudentsubmitstheinitialappeallettertoSOE’sOfficeofStudentAffairs.ForappealsthatreachtheViceDean/hearingcommittee/Dean’s-levelreviewstages,writtennotificationofthefinaldecisionconcerningtheappealmustbecommunicatedtothestudent,instructor,facultyadviser,andfacultyprogramlead/divisiondirector,andacopyofthecommunicationmustbeplacedinthestudent’sfile,whichismaintainedintheRegistrar’sOffice.

ResidencyRequirements

Theprogramincludes3-daysummerresidenciesinJulyorearlyAugustforeachofthe3yearsoftheprogram.Studentsareresponsibleforallinformationconveyedduringtheresidency.Studentsarerequiredtoattendeitherinpersonorthroughareviewofthevideorecordingsofthesessions.Theseresidenciesallowforface-to-faceinteractionswithfaculty,advisers,andotherstudentsaswellastimeforactivitiesandimportantinformationrelatedtotheapplieddissertation.

LeaveofAbsence

Astudentmayrequestaleaveofabsenceforpersonalorotherreasons.TheapprovaloftheViceDeanforAcademicAffairs(ordesignee)isrequiredbeforeleaveisgrantedforaspecificperiod,notnormallytoexceedoneyear.Astudentwhoseleaveofabsencestatusexpireshastheoptiontorequestaleaveofabsenceextensiononayearlybasis,typicallyfor2yearsonly,subjecttotheapprovaloftheViceDean(ordesignee).Arequestforaleaveofabsenceisnotautomaticallygranted—decisionsaremadeonacase-by-casebasis.Ifaleaveofabsenceisgranted,theViceDean(ordesignee)notifiestheOfficeoftheRegistrar.

TorequestaLeaveofAbsence,astudentmustcompleteandsubmitaLeaveofAbsenceForm(http://www.students.education.jhu.edu/catalog/SchoolAdmin/registration/leave.html)forreviewbytheProgramDirectorandViceDeanforAcademicAffairs(ordesignee).

Studentsgrantedaleaveofabsencealsoneedtowithdrawfromanycourse(s)inwhichtheyareenrolledatthetimetherequestisapproved.Studentsplacedonaleaveofabsencearestillrequiredtomeettuition/feeandfinancialaidobligations.

Note:Duringaleaveofabsence,studentswillnothaveaccesstotheiradviser,faculty,orJHUresources.

ReinstatementFromaLeaveofAbsence

StudentsreturningfromaLeaveofAbsencearerequiredtosubmitarequestforreinstatement.StudentsmustcompleteaRequestforReinstatementFormduringthesemesterpriortohisorherreinstatementtobegintheprocessofreinstatement.Itisthestudent’sresponsibilitytoinitiatethereinstatementprocess.

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Withdrawal

FormalnotificationofintenttowithdrawmustbesubmittedinwritingtotheSOEregistrarandEdDProgramDirector.Studentsmustcompleteallcoursewithdrawalprocedures.Itisthestudent’sresponsibilitytousetheDrop/AddForm(http://www.students.education.jhu.edu/register/change/withdrawal.html)towithdrawfromallcourses.

IncompleteCoursework

Anincompletegradeshouldberequestedforunusualorunavoidablecircumstancessuchasanextendedillnessbutshouldnotberequestedforunsatisfactoryordelinquentwork.Itisthestudent’sresponsibilitytorequestanincompletefromtheinstructorandprovidearationalefortherequest.Thefirststepisfortheinstructortoapprovethestudents’requestforanincomplete.Thisisfollowedbyadiscussionofthetimelineforthecompletionofanyoutstandingwork.Oncedecided,thistimelineiscodifiedonAppendixX:ContractforIncompleteGrade(I)Formandsignedbyboththestudentandinstructor.ThisformmustbeapprovedbytheEdDDirector.

Itisthestudent’sresponsibilitytosubmittheincompleteworktothecourseinstructorandrequestagradechangebythedateontheContractforIncompleteGradeForm.WhileitisSOEpolicytocompletealloutstandingworknolaterthanfourweeksafterthestartofthefollowingterm,wheneverpossibletheEdDprogramencouragesallincompletestoberesolvedpriortothestartofthenextsemester.Failuretocompletetheworkoutlinedintheincompletecontractwithinthetimedesignatedbythecontractwillresultinascoreof0foranyincompleteassignment.Further,anyincompletethatisnotresolvedwithin30daysofthestartofthefollowingsemesterorbythedateindicatedontheContractforIncompleteGradeFormwillconverttoagradeofF.

AppendixX:ContractforIncompleteGradeForm

TimeLimits

EdDstudentsmustcompletethedegreerequirementswithinsevenyearsofbeginningtheprogramofstudy.DoctoralstudentshavefiveyearsafterpassingthecomprehensivequalifyingexaminationandenteringDoctoralCandidacytofinishalldegreerequirements.

Extensions

RequestsforextensionoftimeintheprogrammustbesubmittedinwritingtotheEdDDirector.OncereviewedbytheDirector,therequest,withsupportingdocumentation,isforwardedtotheViceDeanforhisorherreview.Whileextensionsoftimearerare,eachrequestisreviewedthoroughlywithanappropriateoutcomecommunicatedtoallinterestedparties.Studentsmustbeconsideredingoodstandingfortherequesttobeconsidered.

MaintainingCandidacyStatus

Althoughtheprescribedcourseworkmayhavebeencompleted,candidatesmustmaintaintheirCandidacyuntilthedegreeisawarded.Thatis,candidatesmustregisterforonedoctoralresearchcrediteachsemesterbeyondthecourseworkuntilthedissertationissuccessfullydefendedandthedegreeisconferred.Studentsmustregistercontinuously,includingforthesummerterm,tomaintaintheirmatriculationstatusintheEdDprogram.

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AcademicStanding

PleasereviewtheAcademicCatalogueforthemostcurrentinformationregardingSOEpolicies(http://www.students.education.jhu.edu/catalog/policies/standards/unsatisfactory.html)

Inadoctoralprogram,agraduatestudent’sacademicstandingisconsideredunsatisfactoryandthestudentisplacedonacademicprobationifanyofthefollowingoutcomesoccur:

• ThestudentearnsagradeofFforacourse.NogradeofFmaybecountedtowardadoctoraldegree,andastudentmaybedismissedfromtheprogram.

• ThestudentearnsagradeofC+orlowerinanycourse.NogradeofC+orlowermaybecountedtowardadoctoraldegreeprogram.StudentsreceivingaC+orlowerwillberequiredtoretakethecourse(ifitisarequiredcourse)ortakeanalternatecourse(ifitwasanelectivecourse).

• Thestudent’scumulativegradepointaveragefallsbelow3.25(ona4.0pointscale).• Thestudentfailstomakeadequateprogresstowardthedoctoraldissertation.Thedoctoral

committeewillconsiderprogressbasedonexpectationssetbytheprogram,discussionswiththeadvisor,andinputfromthestudent.

• Thestudentfailstomeetotheracademicand/orprofessionalexpectationsasdefinedbyindividualprograms—forexample,failingtodisplayappropriateprofessionaldispositionsinacourse/program.

AcademicProbation

Intheeventthatanyoftheaboveoutcomesoccur,thefollowingactionsaretaken:

• Thestudentisplacedonacademicprobationforaperiodofnotlessthanonesemester.IntheEdDprogram,thestudentisonprobationforaperiodduringwhichhe/shecompletes12credithours.Whileastudentcanappealtheawardofagrade(seeGradeAppealspolicy),astudentcannotappealthedecisiontoplacehim/heronacademicprobation.

• ThestudentshouldcontacthisorherfacultyadviserandtheprogramDirectortodevelopaplanforreinstatementtogoodacademicstanding.(Note:Doctoralstudentswillreceivealetterfromtheirprogramexplainingthetermsoftheprobationandtherequirementsforreinstatement.)

• Anycoursestakenduringtheprobationaryperiodmustbeapprovedbythestudent’sfacultyadviser.

• ThestudentearnsagradeofC+orlowerinanycourse.NogradeofC+orlowermaybecountedtowardadoctoraldegreeprogram.StudentsreceivingaC+orlowerwillberequiredtoretakethecourse(ifitisarequiredcourse)ortakeanalternatecourse(ifitwasanelectivecourse).

• Thestudentwillbereleasedfromprobationoncehe/shehasmetthefollowingconditions(whereapplicable):1)completedanycourse(s)orsubstitutedanyelectivecourse(s)withasatisfactorygrade,2)regainedacumulativegradepointaverageof3.25asrequiredforgoodacademicstanding,and3)metallotherconditionsofprobationsetbyhisorherfacultyadviserortheprogramDirector.

StudentswhoareplacedonacademicprobationbecausetheyfailtomakeadequateprogressontheirdissertationmayberequiredtotakeaLeaveofAbsencetoremediateanyissuesrelatedto

26

adequatedissertationprogress.(Note:Duringaleaveofabsence,studentswillnothaveaccesstotheiradviser,faculty,orJHUresources.)

AcademicDismissal

Studentswillbeautomaticallydismissedfromtheiracademicprogram,irrespectiveofhisorhercumulativegradepointaverageatthetime,intheeventthatanyofthefollowingoccur:

• Failstomeettheconditionsforreinstatementtogoodacademicstandingwhileonacademicprobation(NOTE:Doctoralstudentsmustmeettherequirementsforreinstatementtogoodacademicstandingwithin12credithoursofbeingplacedonacademicprobation,otherwisetheywillbeautomaticallydismissedfromtheprogram).

• EarnagradeofC+orbelowwhileonacademicprobationorhavingsubsequentlybeenreinstatedtogoodstandingfollowingacademicprobation.

• EarnstwoormoreFgradesinasinglesemesterorcumulativelyoverthecourseofhis/herentireprogramofstudy.

• Earns two C grades (C+, C, or C-) in the same semester or cumulatively over the course of his or her entire program of study.

• EarnsanFgradeandoneCgrade(C+,C,orC-)inasinglesemesterorcumulativelyoverthecourseofhisorherentireprogramofstudy.

• Failtosuccessfullypasscomprehensiveexamsaftertwoattempts.Note:AstudentwhoisunsuccessfulinthefirstattempttopasscomprehensiveexamswillbestronglyencouragedtotakeaLeaveofAbsencetoadequatelyprepareforhisorhersecondattempt.AnystudentwhodoesnottakealeaveassumesfullresponsibilityforalltuitionandfeesassociatedwithcontinuingintheprogramwiththeknowledgethatasecondunsuccessfulattemptintheexamwillleadtoAcademicDismissal.

Note:Dismissaldecisionsarefinalandcannotbeappealed.WhileastudentcannotappealtheSchool'sdecisiontodismisshim/her,astudentmayappealtheawardoftheoriginalgrade(s)(seeGradeAppealspolicy).Studentswhohavebeenacademicallydismissedarepermanentlybarredfromregisteringforanycredit-bearingcoursesormatriculatinginadegree/certificateprogramintheSchoolofEducation.

ConfidentialityofStudentRecords

EducationalrecordsofdoctoralstudentsintheEdDprogramarekeptbyUniversityofficesbutfacultyandstaffmembersmayalsokeepinformalrecordsrelatingtotheirfunctionalresponsibilitieswithindividualstudents.ThefederalFamilyEducationalRightsandPrivacyAct(FERPA)of1974identifiestherightsofstudentsandtheirfamilieswithrespecttostudenteducationalrecordskeptbyinstitutions.Thisprovidesthatinformationfromrecords,files,anddatadirectlyrelatedtoastudentmaynotbedisclosedbyanymeans(includingtelephone)toindividualsoragenciesoutsidetheUniversity(includingparentsorspouses)withoutthepriorwrittenconsentofthestudent.InformationcontainedinsuchrecordsmaybesharedwithintheUniversitywith“universityofficials”having"legitimateeducationalinterest"insuchinformation.Itisimportantforinstructorstoprotectstudentconfidentialitywhenlistinganystudentgrades,returningclasspapersorprojects,andwritinglettersofrecommendation.

v

CONTENT EXPERTS

The SOE prepares leaders and change

agents who are ready to address complex

challenges in education and communities.

TEACHING

CONCEPTUAL FRAMEWORK

Candidate Outcomes Methods of Delivery Mission Goal 2/17/2016 Appendix A (EDD Faculty Handbook)

h ad

AppendixC:ExampleofProgramofStudy

JHUSOEDoctorofEducationProgramExampleProgramofStudy

(2017cohort–three-yearprogram)

Year Fall Semester Spring Semester Summer Semester

Year1

[ProblemFormation/Identification]

ED.855.718 Disciplinary

Approaches to

Education (3)

ED.855.716

Contemporary

Approaches to

Educational Problems

(3)

Totalcredits=6

ED.855.712Multiple

Perspectives on Learning

andTeaching( 3)

ED.883.718Research

Methods andSystematic

Inquiry I (3)

Totalcredits=6

Elective

Elective

MBT-ED.855.708

ELE-ED.855.720

OR

TechK16-ED.893.708

ED.883.849 Applied

Research

Project/Dissertation(3)

Totalcredits=9

Year2

[Solution Formation]

ED.833.719Research

Methods and

Systematic Inquiry II

(3)

SpecializationArea

Course I (3)

Totalcredits=6

ED.883.721 Evaluation

of Education Policies

andPrograms( 3)

Specialization Area

Course II(3)

Totalcredits=6

ED.855.710Multicultural

Education (3)

ED.883.849 Applied

Research


Totalcredits=6

ComprehensiveExaminationDissertationstudyproposal

Year3

[SolutionEvaluationand PolicyRecommendations]

Elective

Specialization Area

Course III(3)

Totalcredits=6

Elective

Specialization Area

Course IV(3)

Totalcredits=6

ED.883.849 Applied

Research


Totalcredits=3

Final Dissertation Defense

FoundationsofEducation– red

AppliedResearchandEvaluation–green

Electives–blue

AppliedDissertation - orange

AppendixC:ExampleofProgramofStudy

Electives(9credithours-choose3courses)ED.855.708Mind, Brain ScienceandLearning (3)

ED.855.720 Leadership in Educational Organizations (3)

ED.893.708TechnologiesandCreativeLearning(3)

ED.855.714Power,Politics,andPolicyinEducation

ED.855.643TurnaroundLeadershipinSchoolsandEducationalOrganizations

ED.893.XXXResearchonEffectiveProfessionalDevelopment(underdevelopment)

AppendixE:TimelineofTransitionPoints(July12016)

AppendixEDoctorofEducationProgram

ProgramTimelineofTransitionPoints

Thisdocumentprovidesasuggestedtimelineformajorsubmissionsandrevisionsactivities.Advisersandadviseescanusethisdocumentasaguidetodiscussandestablishatailoredtimelinethathelpsestablishsharedexpectations.AnynegotiatedschedulesmustbeginwiththeElectronicThesisand/orLibrarytimelinesforsubmission.

YearOnePaper(Chs.1&2)

Timeline Student AdviserEndofSpringSemester

StudentprovidesadviserwithcopiesofspringsemesterpaperswithfacultyfeedbackANDabulletedoutlineofplanforchangesandquestions

Reviewandflexiblyrespondwithintwoweeks*

June15 SubmitfirstdraftofChs.1&2**

FeedbacktostudentbyendofJune

July15 Submits2nddraftofChs.1&2 FeedbacktostudentbyResidency

August15-20foraPass/Failadequateprogressgrade

Finaldraftsubmittedforapass/failgrade

MakeaPass/FaildeterminationbeforestartofFallSemester

YearOneSelf-Assessmentpaperdueendofsummerterm

SubmittoadviseraswellasthroughBlackboardtoprogram

MakeaPass/FaildeterminationbeforestartofFallSemester

*Thisassumesyoucancompleterevisionsandeditswithin1-2weeksofreceivingthemfromyouradviser.

**BeginworkingnowtogetyourchaptersintotheElectronicDissertationDefenseFormat–URLhttp://guides.library.jhu.edu/c.php?g=202613&p=1334746


DissertationProposal(Chs.1-4)

Priortostudent’spossibleproposaldefensedate

Student Adviser

10WeeksStudentshouldplacetheirspecificdatesinthiscolumn

Submitinitialproposaldrafttoadviser.Withadviserapproval,arrangeTENTATIVEdissertationdefensedatewithCommitteemembers.

Review,editwithsuggestedrevisionsandreturntostudentin2weeks.

8Weeks Receiveeditsandrevisionsfromadviser.Prepare2nddraftofproposaltoincluderevisionsandedits.

6Weeks Submits2nddraftofproposalwithrevisionsandeditstoadviser.*

Providefeedbackandreturntostudentin2weeks.

4Weeks Receiveeditsandrevisionsfromadviser.*Preparefinalizedproposaldraft.**

Approvefinalizeddissertationdraft.

2Weeks(atleast) Submitthefinalreviewedandrevisedproposaltothedissertationcommittee.

Checkinwithcommitteemembersoneweekafterithasbeensent–anymajorconcerns.***

ProposalDefensemeeting Presentforupto15minutes,briefintroductiontoliteraturereviewandfocusonmethodology.

AdviserandCommitteeMembersraiseanyconcerns,providefeedbackandidentifystrengths

Afterproposaldefense Submitrevisedproposalwithlistofrequestedchangesandexplicitstatementofthechangestoyouradviser.

Revieweditsandreturntostudentin2weeks.

2Weekslater Receiveeditsandcompleterevisionstotheproposal.

1-2Weekslater RequestfinalsignoffasneededSubmitIRBapplication


**BeginworkingnowtogetyourchaptersintotheElectronicDissertationDefenseFormat–URLhttp://guides.library.jhu.edu/c.php?g=202613&p=1334746

***Ifanymajorconcerns,communicatewiththecommitteememberstodetermineifanewdateneedstobescheduledandfurtherrevisionsshouldbeimplemented.


HIRB

FollowingsuccessfulcompletionoftheproposaldefenseprocessstudentsmustbegintheirIRBprocess.

Typically,theHopkinsIRBcanprovidetentativeapprovalofyourproposalcontingentuponreceiptofapprovalfromyourdistrict’sIRB.TheIRBprocessesateachindividualdistrict(orcharterschool)willvarywidely.YouMUSThavecleardocumentationofthelocalIRBprocessandevidenceofhavingcompletedtheprocess.NotethatsomelocalitiesmaynothaveanyIRBformalprocessinplace;inthesesituations,thestudentisresponsibletoobtaindocumentationoflocalleadershipapprovaloftheproposedwork.Aletterfromanappropriatedistrictsupervisorshouldindicatethats/hehastheauthoritytoapprovetheconductofresearchinthedistrict,understandsthestudymethodology,approvestheconductofthedissertationstudy,andacknowledgingthatHopkinsIRBapprovalwillserveaspermissionfortheconducttheresearchstudy.


DissertationDefenseTimelineREMEMBER:Youmustknowtheduedatesforsubmissiontothelibrarybeforediscussingthesedateswithyouradviser.Usethesubmissionduedateasahardstop(whichitis)butremembertobuildinacushion!

Priortostudent’spossibledissertationdefensedate:

Student Adviser

10WeeksStudentshouldplacetheirspecificdatesinthiscolumn

Submitinitialdissertationdrafttoadviser.Withadviserapproval,arrangeTENTATIVEdissertationdefensedatewithCommitteemembers.

Review,editandsuggestednecessaryrevision;returntostudentin2weeks.

8Weeks Receiveeditsandrevisionsfromadviser.Prepare2nddraftofdissertationtoincluderevisionsandedits.

6Weeks Submits2nddraftofdissertationwithrevisionsandeditstoadviser.*

Providefeedbackandreturntostudentin2weeks.

4Weeks Receiveeditsandrevisionsfromadviser.*Preparefinalizeddissertationdraft.**

Approvefinalizeddissertationdraft.

2Weeks(atleast) Submitthefinalreviewedandreviseddissertationtothedissertationcommittee.

Checkinwithcommitteemembersoneweekafterithasbeensent–toaskwhethertheyhaveanymajorconcerns.

DissertationDefense 15-minutepresentation,briefdiscussionofliteraturereviewandmethods;focusontheresultsandrecommendations.

AdviserandCommitteeMembersraiseanyconcerns,providefeedbackandidentifystrengths

Afterdissertationdefense Submitreviseddissertationwithlistofrequestedchangesandexplicitstatementofthechangestoyouradviser.

Revieweditsandreturntostudentin2weeks.

2Weekslater Receiveeditsandcompletefinalrevisionstothedissertation.

1-2Weekslater (orhoweverlongittakestomakethefinalrevisionsandpolishing/formatting)Reviseandsubmittothelibrary.***


**Atthistime,ifyouradviserapprovesthedissertationdraft,youmayscheduleyourdefensedatewithyourcommittee.Besuretoproactivelyseekoutavailabledateswithmembers.Theywillbebusyandthispartoftheprocessmaytakemoretimethanyouexpect.

***Uponapprovalbylibrary,adigitalversionofthedissertationwillbeavailabletothepublicviatheinternet.

AppendixG:DefenseProtocol(July12016)

DoctorofEducationDefenseProtocol

DissertationProposalandDissertation

TheJHUSOEEdDprogramprovidesthefollowingguidelinesforadviserswhoareresponsibleforthe

conductofthetwomajortransitionpointswithintheJHUEdDprogram:thedissertationproposal

defenseandthedissertationdefense.Becausethesemeetingsareverysimilar,werefertothe

“defense”throughoutthisdocumenttorefertoeitherofthesekeyevaluationpoints.

PriortotheDefense

Thestudentandadvisershouldmeetinadvanceofthedefensetodeterminethatthestudentisready

todefendtheproposalordissertationstudy.Priortothismeeting,thestudentwillhaveprovided

his/heradviserthefinaldraftofthedocumentforreview.Thismeetingisanopportunityforthestudent

topracticehisorherpresentationandtorehearsehowtorespondtotypicalquestionsshe/hemight

encounterduringthedefense.

SubmissionofDocumenttoCommittee

Thestudent’sdissertationproposalordissertationshouldbepresentedtothestudent’scommitteea

minimumoftwoweekspriortothedefensedate.Thedocumentshouldnotbesubmittedtothe

committeeuntilthedissertationadviserhasreviewedthedocumentandapproveditforsubmissionto

theDoctoralAdvisoryCommittee.StudentsshouldconsulttheElectronicThesisandDissertations

website(http://guides.library.jhu.edu/etd)forformattingrequirements.

GeneralDefenseProtocol

Thedefensemeetingfollowsapattern.Guestsmayattendthepresentationsegmentofanydefense.

Guestsmaynotbeintheroomwhenthecommitteeisquestioningthecandidateorisdiscussingthe

candidate’swork.Belowarethetypicalstagesofthe2-hourdefensemeeting.

1. Thecommitteegathersandasksthestudentandgueststoleavetheroom.Thecommittee

brieflydiscussesgeneralfeedbackandanyconcernsbythecommitteeregardingthedefense

movingforward.

2. Theadviseroutlinestheprotocolforthedefense.Thisshouldincludethetimeframeforthe

presentation,thewayinwhichcommitteememberswillbeinvitedtoposequestions,andthe

collectionofwrittencommitteefeedbackattheconclusionoftheproposaldefense.

3. Thestudentpresentshis/herdissertationproposalorstudyforamaximumof15minutes.The

student’spresentationshoulddothefollowing:

• Clearlyarticulate,providearationalefor,andcontextualizetheProblemofPractice

(POP);

• Brieflypresentliteratureandempiricalevidenceforthechoiceoftheintervention;

AppGDefenseProtocol(May302017).docx

UPDJuly1,2016

• Presentanargumentfortheinterventionbasedonasoundtheoreticalframeand

synthesisofrelevantresearch;

• Discussamethodologicallysoundstudytoexamineboththeprocessofintervention

implementationandproximaloutcomespotentiallyassociatedwiththeintervention;

and

• Findings,discussion,conclusions,implications,andfutureresearch.[Thissectionwould

notbeincludedfortheproposaldefense.]

4. Atthecompletionofthepresentation,guestsshouldbeaskedtoleave.

5. TheDissertationAdvisoryCommitteememberscommencewiththeexaminationphaseofthe

defensewithquestionstoprobethestudent’swrittenororalpresentationofhis/her

dissertationproposalorstudy.

6. Whenthecommitteehascompletedtheexamination,theadviserconcludesthispartofthe

defenseandinvitesthestudenttoleavetheroom.Thecommitteedeliberatesonthequalityof

thewrittenandoraldefenseresultinginoneofthefollowingratings:

a) Minorrevisionsrequired—committeeapprovestheproposalordissertationbysigningthe;

adviserdeterminesthatchangeshavebeenmadeandsignsthecompletedform.

b) Substantialrevisionrequired—committeedoesnotsignoffontheproposalordissertation;

adviserdeterminesthatchangeshavebeenmadeinconferencewithstudent;committee

receivesfinalproposalordissertationforfinalreview;committeesignstheappropriateform

onlyafterallmembersofthecommitteehaveapprovedthefinaldocument.

c) Majorrevisionrequired—committeedoesnotsignoffontheproposalordissertation;

adviserdeterminesthatchangeshavebeenmadeinconferencewithstudent;committee

receivesfinalproposalordissertationforsecondreview;committeedeterminesanew

defensedate;studentdefendstheproposalordissertationasecondtime.

7. Thedoctoralstudentisinvitedbackintotheroomafterthecommittee’sdeliberations,andthe

dissertationadviserprovidesthecommittee’sfeedback.Committeemembers’thensignthe

DissertationProposalApprovalFormorDissertationApprovalFormreflectingtheirdeliberations.

FollowingtheDefense

Afterthedefensemeeting,theadviserandstudentwilldiscusstherequiredrevisionsandestablisha

timelineforcompletionofthechanges.Thestudentshouldsubmitthedocumentwiththerequired

changesandwriteamemodelineatingthefeedbackandrevisionsmadereflectingthisfeedback.Once

revisionshavebeenmadetothesatisfactionoftheadviser,theappropriatedocumentationreflecting

completionofthisphaseofthedoctoralprogramshouldbesubmittedtotheprogram.

Audio-recordingDefenseAudiotapingoftheproposalmeetingisacceptable,butrequirespermissionfromtheadviserandeach

memberofthecommitteepriortothedateofthedefense.Studentsmaynotaudio-recordthe

committeedeliberation.

AppGDefenseProtocol(May302017).docx

UPDJuly1,2016

CommitteeAttendanceRequirementAllmembersoftheDoctoralAdvisoryCommitteemustbepresentforthedefenseinpersonorvirtually.

Intheeventthatacommitteememberisnotavailableforastudent’sdefense,asubstitutemaybe

assignedbytheprogramCo-Directors.

ProtocolQuestionsIfastudenthasaquestionaboutthedefenseprocess,heorsheshouldcontactthedissertationadviser

withhis/herquestion/concern.Ifasatisfactoryanswerisnotreceived,heorsheshouldinquirewiththe

EdDProgramCo-Directors.AdvisersshouldfeelfreetoinquirewiththeProgramDirectorsatanytimeto

clarifypolicyorprocedure.

Appendix J: Comprehensive exam protocol

Comprehensive examination Protocol The Doctor of Education Program (EdD) requires students to successfully complete an oral comprehensive exam as outlined in the Doctor of Education Student Handbook. This exam should be scheduled for 2 hours in duration. The comprehensive exams are conducted during the first week of the fall semester of the 3rd year of the program. The exams are intended as a measure to assess the preparation of the student to enter doctoral candidacy; formally noting that a student can move forward with their dissertation study as approved through the dissertation proposal defense. Students who do not successfully complete the comprehensive exams will not be allowed to move forward with their dissertation work. If a student does not successfully complete the comprehensive exam in the first attempt, he or she will have a second opportunity; however, if the second opportunity is not successful, the student will be asked to leave the program. The comprehensive exam requires a committee to sit for and grade the exam. In the Doctor of Education Program, the dissertation committee serves as the comprehensive exam review committee. The Program will provide a list of 10 comprehensive exam questions that will serve as the question pool for students eligible to sit for the exam within that academic year. It is up to the dissertation advisor to determine which questions are best suited for his or her student. It is expected that a student would answer between 3-4 questions during the comprehensive exam; however the number of questions will be decided by the adviser. In grading the exam, the dissertation committee will assess the answers provided by the student and reach a consensus regarding the final grade. Grades for the exam are as follows:

¾ PASS: An exam that meets the level of “pass” is one in which the student clearly

articulates a comprehensive understanding of the content in each question, and presented a breadth of knowledge consistent with a scholar-practitioner. The student is not only able to discuss theoretical concepts, but also the application of these concepts in practice. Further, the student illustrates a breadth of knowledge of research in a substantive area and can articulate how this research is both applied in practice and can be strengthened through additional research. A student who receives the grade of “PASS” has successfully completed their exam

¾ PASS WITH CONDITION: An exam meets the level of “pass with revision” when the student responds with a familiarity of content; however, there are minor errors during the discussion. This score on a comprehensive exam suggests that a student is at the level where he or she is knowledgeable; however, additional work may be needed in a specific area before being considered competent and moving into candidacy. A student who is not able to fully describe a theoretical framework, is not able to clearly articulate an application of scholarly knowledge in his/her practice, or requires prompting (offering the student additional information to guide students towards an answer) by the committee before the answer is complete should be graded in this category.


A student who receives a “Pass with Condition” has not successfully completed the exam. A student must complete the revisions required by the committee, and once the committee evaluates the submitted revision, the work is graded and a final decision is rendered as “Pass” or “Fail”.

¾ FAIL: A student who is not able to properly discuss theoretical concepts, uses

improper research terminology, or is not able to articulate how research is applicable in his or her practice should be graded with a “fail”. This suggests that the student shows little to no competence in their ability to engage in a scholarly conversation or is not able to articulate research into practice.

A student who “FAILS” the exam has not been successful, and will have one more attempt to successfully complete the exam per the Student Handbook.

It is not a program requirement that students be physically present for their exam. The technology is available for the exam to occur remotely using the Polycom Cloud Access technology. Additional information on this process will be made available in the tools section of the EdD Program site on Blackboard. It will however, require proper scheduling prior to the exam. During the week of the comprehensive exams, SOE room 222 and Polycom Cloud Access technology has been reserved for the EdD program, and scheduling will occur through a master calendar managed by Cathy Cao ([email protected]). This will be made more explicit below where roles and responsibilities of the comprehensive exams are defined. ROLES AND RESPONSIBILITIES The comprehensive exams will require the Dissertation Adviser to do the following:

• Assist the student in study preparation as needed – help to guide the student to content he or she may be lacking and make recommendations to improve study skills. Content for the comprehensive exams comes from Year 1 of the program, and the research courses during Year 2.

• Meet with Program Directors the week prior to the exams to ensure clear understanding of protocol within the exam.

• Review the exam questions prior the day of the exam to determine which questions are best suited for your student. Faculty should receive the list of exam questions no later than 2 weeks prior to the exam.

• Be available during the first week of the semester to serve on the student’s exam committee

• Inform the external committee members of the comprehensive exam process and expectations

• Serve as the lead for communicating the process of questioning the student during the exam. The Dissertation Adviser is responsible for establishing the process by which questions are asked within the exam itself (eg: does chair ask all questions, or will each

mailto:[email protected]


member ask a question; will there be follow up questions to the student’s answer, how will the committee grant student time to make notes and contemplate the question). NOTE: all of these decisions should be communicated to the student prior to the exam itself.

• Serve as the lead for grading the exam and bringing the committee to consensus as to the final grade. NOTE: there are three grading options (see above for description)– Pass, Pass with revision, Fail.

o If the student were to receive a pass with revision, any necessary revisions, including the method by which the committee will assess this additional information, will be discussed by the committee and presented to the student with the grade. The additional work for the revision can take various forms, including (but not limited to) a follow-up discussion with the adviser (on behalf of the committee), a brief writing assignment, or a follow-up exam session with the committee.

• Complete the student’s Report of Comprehensive Examination form and return it to the Program Director(s) upon the completion of the exam.

The comprehensive exams require the STUDENT to do the following:

• Study for the exam – it is recommended that students develop study groups to assist in the study process. PLEASE NOTE – The program will not provide questions or specific content to guide your studies. The questions will be drawn from course content through the first year of your studies and the research courses in year 2.

• Work closely with your adviser to set a date and time during the exam period. Students will not be limited to a time during the day, but please note that the technology may only allow for 3 defenses at one time using remote access.

• Reserve the room and the technology for the exam. Protocols for this process will be available in the Program Site on Blackboard each year, and you must check with Cathy Cao ([email protected]) to ensure that there is a free space on the master calendar during your requested time/date.

• Confirm exam date and time with dissertation adviser and all committee members. • Inform the program, through an email to Cathy Cao ([email protected]) of the final

comprehensive exam date and time • When a question arises, ask your adviser first. If this cannot be answered by your

adviser, then make sure to ask the question in the program site discussion board that will be specially created for comprehensive exam questions. This way everyone can see the question and answer.

• Ask your adviser all questions related to protocol PRIOR TO the exam date so that you are ready to start the exam immediately upon arrival.

• Bring the Report of Comprehensive Examination form with you to the exam. This document can be found in the EdD Program Site in Blackboard.

• Show up promptly to the exam, and be prepared.



AppKHowtoPrepareforComprehensiveExamination(May302017).docx


HowtoPreparefortheComprehensiveExams

IntroductiontotheDoctoralCompsThecomprehensiveexamination(comps)istheopportunityfordoctoralstudentstoprovide

evidenceofasolidtheoreticalandresearch-basedfoundationdevelopedthroughtheirdoctoral

program.Unlikeassignmentsinindividualcoursesthatfocusonparticularareasofstudy,

comprehensiveexamsaskyoutosynthesizeyourlearningacrosstheprogram.Althoughthis

mightsoundlikeascarytime–itcanactuallybethemoststimulatingandusefulpartofyour

program.Itisanintellectualandscholarlyconversationwithyourprofessorsandyourpeers.

Asyouwillstarttosee,thecompsdonotsimplyprobeyourknowledgeoftheliteraturefrom

allyourcourses(althoughtheydothataswell)butalsoprepareyouforthemany

conversationsthatwillcomeyourwayasaneducatorwithadoctoraldegreefromJohns

HopkinsUniversity.Beingadeptatbuildingconnectionsbetweentheliteraturesourcesto

respondtoquestionsisessentialforyourfuture.

ExamContentandFormatYoumaywanttoknow–Whatquestionswilltheyask?–Butthatitisnotsomethingyouwillbe

explicitlytold.Justasintherealworldofthepractitioner,youwillhavetheauthentic

experienceofbeingaskedaquestionthatiseitherunanticipatedoreventhoughanticipated

hasaslightlydifferenttwist.Thequestionswillbewrittenbythefacultyasacollective.Eachof

thecoursesyouhavetakenmayberepresentedinsomewaywitheitheradirectquestion

aboutthetheoriesthatarefoundationaltothatareaofstudyoraquestionthatneedsthework

fromseveralcoursesblended.Thefacultywillprepareapproximatelytenquestions,andyour

adviserwillselectfourfromthemix.Youradvisermighttweakoneormoreofthequestionsto

morecloselyfityourProblemofPractice(POP)anddissertationstudy,butineachcaseprepare

withtheideayoumayneedtomakeconnectionsbetweentheoreticalunderpinnings,your

POP,andyourdissertationstudy.Notethatnotallquestionswillnotberelatedtoyour

dissertationstudy.Theremaybeaquestionthatisaskedofalldoctoralcandidatesandknown

inadvance.Thisquestionshouldnotbetakencasually.Usethisadvancedknowledgeaboutone

ofthequestionstoshowcasewhatyouknow.Takethetimetodevelopacohesiveandwell-

supportedanswerresponsethatyoucandeliverinapproximately20-30minutes–yes,timeit.

Theexamisbasedonyourcorecoursesbutwhenappropriateyoucanbringinlinkagestoyour

specialtycoursesastheconceptsarerepeatedacrosscoursesindifferentways.Remember,


studyingshouldnotfocusonmemorizationandregurgitationbutinsteadtheunderstanding

neededtosharedeepknowledgeasyoudiscuss,compare,andadvanceideassurroundinga

theoryorconceptlearnedinyourcorecourses.Keepinmindthatthecoursesarenotsilosof

informationbutawebofinterrelatedideas.

ThisexaminationisoralbecauseunlikePhDcandidateswhowillcommonlyexpressthemselves

inpublicationsforpeer-reviewedjournals,youwilllikelycommunicateanddisseminateyour

ideasthroughconversationswithadministrators,teachers,parentsandguardians,business

leaders,communitymembersandotherstakeholders.Yourmessageshouldbescholarly,

logical,andontargettothequestionasked—allofwhichispracticedinthecomprehensive

exam.Comprehensiveexampreparationisafoundationforyoursuccessintheprogramaswell

asinthefieldofeducation.Asyousituateyourselfintheliteratureyouhavebeenstudying

sinceyourfirstclassintheprogram,herearesomewaystobuildthatintoabodyofknowledge

thatyouwillalwaysdrawupon.

Herearesometips:

MapoutaplanofactionStartwithyourgoalsinmind.Ifyouintendtohaveastudypartnerorastudygroupsetnon-

negotiablemeetingdates(setinstone).Planthetopicsforeachofyourmeetingssothatall

coursesareadequatelycovered(don’tforgettheresearchmethodscoursesinyourplanning!!).

Youwillneedtocomepreparedtoeachofthesemeetingstohonorthetimeandeffortsofyour

partnerorteam–sodevotetimeeachweektothisprocess.

StudygroupsConsiderestablishingstudygroups.Thiswillallowtheinternalizationofalargeamountof

informationwithateameffort.Togainanewperspectiveonyourreading,yourstudygroup

shouldanticipatequestionsthatyourfacultywilllikelyask–anddecidethateachofyouwill

becomean“expert”onadifferentcourse.Itwillhelpyouthinkcriticallyaboutwhatyouread,

whichmighthelpyourecalltheinformationwhenyouneeditduringtheexam.Actuallywrite

andshareresponseswithoneanother.Finally,roleplaywithonepersoninthegroupactingas

theexamineeandtheothergroupmembersaskingprobingandfollow-upquestions.

Howwouldyourespondtoaparticularquestion–don’tjustthinkaboutit-eitherwriteitout

orifyouarewithagroupofpeersinastudysession–answeritorallyasyouwouldonexam

day.Createasafeenvironmentwhereyouandyourpeersreallycritiqueanswers–nowisnot

thetimetobeshyabouttellingeachotherhowtheanswercouldbeimproved.Itisbetterto

havemisstepsnowandgetseriousfeedbackthatteststhosefledglinganswersthentotest

themoutatexamtime.Alsopreparinganswersorallyinfrontofyourpeersisthesituationyou

willface–youneedtoeaseyourselfintothatenvironmentandpracticethewayyouwill

respondincludingthepressureandtheneedforonthespotthinking.Practice,Practice!!Again

practiceansweringspeakingslowlyandclearlyandwithalogicalorganization.


IdentifytheimportantliteratureCreatealistoftheessentialreadingsbyexaminingyoursyllabi,yournotes,andbyaddingsome

freshperspectivesfromyourindividualresearch.Asyouimmerseyourselfinthekeycourse

readingskeepinmindthatyoumustbuildconnectionsbetweentheoriesoridentifyhowone

theoryissubtlydifferentfromanother.Forexample,howareConstructivismandVygotsky’s

socioculturalsimilar?Different?Whichismoreusefulforyourdissertationstudy?Howmight

thesetheoriesbeappliedtoanothercontext?Onewaytostructureyourreadingstohighlight

thesimilaritiesandcontrastingpointsorschoolsofthoughtistoorganizetheinformationina

spreadsheetorsomeothersystemthatorganizesthereadingsbytheme,conceptual

framework,methods,andfindings.Thisapproachwillhelpyoufindsimilaritiesanddifferences

intheliterature.Knowtheconstructsandtheoreticalpositionsofallthemajorresearchers

fromyourcoursereadingsandyourfieldofspecialization.Ifpossible,identifyafewmore

recentjournalarticlesifyouneedtobringadditionalclaritytotheprocessofcomparingand

contrastingthemajorschoolsofthoughtlinkedtoyourvariouscourses.Thiswilllocateyouin

theliteratureandinthediscussion.

Write(ordraw)tolearnTakenotesonallyourreadingsandagainorganizethemwithkeythemesthatemergedfrom

yourcoursework.Exploringthesethemescanhelpyouseehowstrandsofthoughtinthe

programarerelatedtoeachotheroraredistinct.Itisthatlevelofunderstandingthatwill

showcaseyourknowledgeduringtheexams.Ifyoufindavisualrepresentationhelpful–

drawing(byhandorcomputer)aconceptualframeworkofhowkeyideasareconnectedcanbe

aworthwhileexploration.Usestrategiesforcreatingthevisualrepresentationsthatworkfor

you(ifyouchoosetoworkinastudygroupeachmembercantakeonemajorthemeoryoucan

workonthemasagroupasyoudiscussideas).

Don’tjuststateideas–citethemRemember,nowisnotthetimetothinkyoucanrespondeasilytoanythingthrownatyou–

insteadhavewellthoughtoutresponsespreparedthataresupportedbytheliterature.Partof

demonstratingscholarlythinkingandscholarlyanswersistocitethetheoristsandresearchers

thathavesharedthesethoughtsandtestedtheminpractice.Hereisanevolutionofstudying

forcomprehensiveexamstartingfromlowlevelbehaviors(wherepassingisunlikelyifyouonly

havethesecompetencies)andmovinguptothosebehaviorsessentialtopassingtheexam:

1. Beginningconversation–justdescribethecontentfromacourse;

2. Makingconnections–linkthecontentwithinandbetweencoursesaswellastoyour

individualPOPsanddissertationstudy;

3. Advancingtheapplicationoftheliterature–applytheliteraturetoconcepts,ideas,

andcurrenteducationalproblemsbyblendingdifferentsourcesandresearchers;and

4. Readyingforthefinalphase–startseeingwaystoapproachanyresearchquestion–

consideringquestionframeworks,questionorganization,criticaltopicareaandhowto

makecrosscurricular/contentconnections.


ThatdayIfyou’reverynervousduringyourexam,youmaytalkfast.Toalleviatethisissue,youmaywant

toplanasignalwithyouradviserthatwillhelpyouknowtoslowdown.Remember,ifyouare

askedaquestionyoudon’tunderstandfullyoryoudrawablank,askingforclarificationcan

helpyouchangeyourperspectiveonthequestionandgiveyoumoretimetodevelopastrong

response.Youcanalsoreasonthroughananswerbyfocusingontheconnectingliteratureyou

doknowanddrawingfromtheseconnections.

BasictipsforanswersBelowareseveral(non-exhaustive)basictipstoconsider:

1. Answerthequestionthatisasked;bedirectandsuccinct;

2. Avoidfocusingonpersonalexamplesunlessaskedtodoso;

3. Beginwiththeoryandresearch,andleadwiththeoryandresearchpriortoapplyingit

toyourexperienceandpractice;

4. Thinkofthreemainpointsandsupportthemwithevidence;

5. Useaclearstructure(referbacktotheevolutionofacomprehensiveexamination

responseabove);

6. Useempiricalexampleswithscholarlyreferencesasappropriate;and

7. Takeamomenttogatheryourthoughtsandorganizeyourresponsebeforespeaking.

Possibleoutcomes1. Passingthecomprehensiveexamination–congratulations!

2. Passingthecomprehensiveexaminationconditionally:Thisisanindicationthatyou

wereontherighttrackbutdidn’tmeetthefullcriteriaofprovidingsubstantive,well-

constructedresponseswithreferencesforsupport.Ifyourcommitteeindicatesthat

youhavepassedwithconditions,youwillneedtofulfillanothercomponent(possibly

awrittenresponse)beforeactuallypassingtheassessment.Itisimportantto

understandthatthisadditionalcomponentmustbecompletedsatisfactorilypriorto

passingyourcomprehensiveexamination.Youcanstillfailevenifyouhavepassed

withconditions.

3. Failingacomprehensiveexamination:Althoughoccurringinfrequently,somestudents

willfailthecomprehensiveexamination.Ifthishappens,allstudentsareallowedto

re-takeacomprehensiveexamonce.Yourcommitteewillworkwithyoutohelpyou

passitsuccessfullyonthesecondtry.Setupameetingwithyouradviserassoonas

youhaverecoveredfromreceivingthenoticeofthefailuresoyoucanbeginsetting

upaplanthatwillallowyoutosuccessfullycompletetheretake.

AppLAppliedDissertationDescription(July22016).docx 1


AppliedDissertationDescriptionJuly2016

Overview

ThisAppliedDissertationDescriptionsituatestheAppliedDissertationwithinthelargeronlineEdDprogrambyproviding(1)anoverviewoftheAppliedDissertation, (2)adescriptionofthe

ProblemofPractice(POP),and(3)guidelinesforresearchingandwritinganAppliedDissertation.

Thedoctoralcourseworkwillprovideacontextforthedevelopmentofyourdissertationacross

thefollowingphasesoftheprogram:

1. YearOne—FoundationforChapters1-2:Synthesizeresearchliteraturetounderstandfactors

andunderlyingcausesforaProblemofPractice(POP)fromasystemsororganizational

perspective.Byfactors,wemeanconstructsorvariablesthatdon’tnecessarilycausethe

issuebutmaybeassociatedwiththeprobleminsomeway;forexample,parents’

educationalbackgroundisastrongpredictorandafactorassociatedwithcollege

enrollment,butisnotcausal.ByunderlyingcausesforyourPOP,wemeanconstructsor

variablesthatresearchsuggestsarepredictorsofaparticularoutcome;forexample,poor

schoolconditionsandlowsalarycanbeapredictorofteacherattrition.Thisreviewofthe

literatureservesastherationaleforanempiricalexaminationtounderstandthefactors

andunderlyingcausesastheymanifestwithinyourcontextofprofessionalpractice.

2. YearTwo—FoundationforChapters3-4:Synthesizeresearchliteraturetobroadly

examineinterventionsleadingtoapotentialsolutionorinterventionrelatedtooneor

moreofthesefactorsorunderlyingcauses;ANDmethodsofevaluationandassessmentof

BOTHtheprocessofimplementationandproximal(i.e.,followingimmediatelyorsoonafter

theintervention)outcomesofyourintervention.

3. YearThree—FoundationforChapter5:Implementaresearch-supportedintervention;

discussionoftheprocessofimplementationoftheintervention;analysisandevaluationof

proximaloutcomesresultingfromtheimplementationoftheintervention;AND

findings/conclusions.

Youradviserwillprovideongoingprogrammatic andacademicsupportforthedevelopmentof

theAppliedDissertation.

Scholarship

Thisprogramrequiresdoctoralstudentstodeveloptheknowledge,skills,andresearch

competenciesofascholarlypractitionerandtoapplytheseaptitudes inthepracticeofstudying

educationalissues.Boyer(1997)proposedanexpandeddefinitionofscholarship including four

domains:(1)ScholarshipofDiscovery; (2)ScholarshipofIntegration; (3)ScholarshipofApplication;

and(4)ScholarshipofTeaching.CompetencieswithinthisEdDprogramarefocusedonthesefour


areasofscholarship. ScholarshipofDiscoverywilladvancedoctoralstudents’knowledgeof

underlying causesandfactors identified intheliterature relatedtothePOPastheymanifest

withinthedoctoralstudent’s contextofprofessionalpractice.Itwillalsosupportdoctoral

students’abilitytoeffectivelyinterveneintheircontextofprofessionalpracticeanddocumentthe

implementationaswellasproximaloutcomesresultingfromtheirintervention.

DoctoralstudentswilldemonstrateScholarshipofIntegrationbyapplying interdisciplinary

knowledgegainedthroughcoursework andindependent inquirytocontextualizing theirPOP

fromvarioustheoreticalperspectivesanddevelopanevidence-based solution.Duringthethird

yearoftheprogram,studentswillapplythisintegratedknowledgeoftheoryandpracticethrough

theimplementation andevaluationofapotentialsolutiontoaddressunderlying causesor

factors identifiedwiththePOP.Finally,doctoralstudentswilldemonstrateScholarshipof

Teachingbycommunicating theirfindingstovariousstakeholdersandengagingacommunityof

practice.

DescriptionofAppliedDissertationandtheProblemofPractice

Unlikethetraditionaldoctoraldissertation, theAppliedDissertation focusesonasolutiontoa

significantPOPwithinthedoctoralstudent’scontextofprofessionalpractice.ThePOPisthe

underlying issueidentifiedbystudentsastheyhaveworkedwithintheircontextofprofessional

practice.Itisthefocusoftheirmultidisciplinaryinvestigation.Belowisadescriptionofthedissertation

developmentacrossathree-yearprogram.Studentswhooptforalongerprogramwilldeterminean

appropriatetimelinewiththeiradvisers.Programapprovalofanychangestothethree-yearprogrammust

beapprovedbyoneoftheEdDCo-Directors.

Duringthefirstyearintheprogram,doctoralstudentsestablishthePOP,providearationaleforthe

importanceofthePOP,andprovideevidenceofthePOPbroadly(i.e.,throughexaminationofliterature)

andevidenceofthemanifestationoftheproblemwithinthestudents’contextsofprofessionalpractice

throughsystematicobservation.Oncetheproblemhasbeenestablished,studentsinvestigatefactors

associatedwithorpotentialunderlyingcausesforthePOPfromasystemsandorganizationalperspectives

andconstructaconceptualframeworkthatproposestherelationshipbetweenthekeyfactors/causesand

thePOPtherebyestablishingarationaleforyourstudy.Basedonastrongunderstandingoftheliterature

andthestudents’context,theyconductanempiricalstudytoexamineonecomponentoftheconceptual

frameworkthatwilldeepenthestudents’understandingofthesefactors/underlyingcausesasthey

manifestwithintheircontextofprofessionalpracticeandestablishevidenceofaneedforimprovementin

thisareaoftheirpracticeorprofessionalcontext.Attheendofthefirstyear,doctoralstudentswillprovide

evidenceoffirstyearcompetencymasterythroughthesubmissionoftheirYearOnePaperandYearOne

Self-AssessmentPaper.

Duringthesecondyear,studentsproposeaninterventiontoaddressoneormorefactorsexamined

throughtheirempiricalstudyintheirYearOnePaper.TheEdDprogramholdsabroad

conceptualizationofinterventionstoincludeclassroominterventions,districtpolicychanges,

andprogramdevelopmentaswellasmanyotherpracticalsolutionstoimprovethecontextin

whichthedoctoralstudentsareemployed.Studentswillalsodesignanevaluationplanto

evaluatetheprocessofenactingtheintervention(i.e.,implementationfidelity)andoutcomes

oftheintervention.Attheendofthesecondyear,doctoralstudentswillprovideevidenceof


firstandsecondyearcompetencymasterythroughthesubmissionandoraldefenseofa

proposalfortheirdissertationstudyandsuccessfulcompletionoftheoralcomprehensiveexamination.

Theproposalwillbedefendedinthepresenceofthestudents’DoctoralAdvisoryCommittee.Upon

successfulcompletionoftheproposal,thestudentwillbeallowedtosubmithisorherprotocol

totheuniversityInstitutionalReviewBoard(IRB)and,onlyafterapprovalisreceivedcanthe

studentbeginimplementation.Studentsareadvancedtodoctoralcandidacywhenthey

successfullydefendtheirdissertationstudyandpasstheircomprehensiveexamination.

Duringthethirdyearoftheprogram,studentswillexaminetheinterventionimplementationand

evaluatetheeffectivenessoftheinterventionusingmixedmethodsapproaches.Studentsshould

beabletocriticallyevaluatethepotentialvalueoftheintervention andproviderecommendations

basedontheirdissertationstudy.TheAppliedDissertationwillfocusondocumenting thestudents’

progressthroughthedissertationstudy.

CharacteristicsoftheAppliedDissertationthatmakeituniquetothisprograminclude:

• TheAppliedDissertationistheculminationofstudents’workacrosscourses,independent

research,andempiricalanalysis;

• Majorsegmentsofeachprojectareembeddedwithincourseworkanddistributedacrossthe

program;

• DissertationstudiesfocusonaPOPwithinthecandidates’contextofprofessionalpractice;

and

• Projectspossesspotentialforsignificantchangeorimpactwithintheorganizationand/or

haveimplicationsforpolicy.

TheAppliedDissertationprovidesevidenceofadoctoralstudent’sabilityandmasteryoftheskills

necessarytoframeanimportant issuewithintheircontextofprofessionalpractice, identifyand

developapotentialinterventiontoaddressfactorsrelatedtothisissue,implement this

intervention,documenttheimplementationoftheintervention, andanalyzeandevaluate its

efficacywithinaneducationorrelatedfield.Mostimportantly,theAppliedDissertationprovides

doctoralstudentstheopportunity tocriticallyexaminefactorsrelatedtoasignificantPOPwithin

theircontextofprofessionalpracticeanddevelopanevidence-based interventionorpolicy

recommendationstoaddressfactorsrelevanttotheissue.

ComponentsofAppliedDissertation

TheAppliedDissertation iscomprisedof4primarycomponents: (1)anintroduction, (2)aclearly

articulated,contextualized,andevidence-supported POPthathighlightsunderlying causesand

associated factorswithinthecontextofprofessionalpractice, (3)anintervention andprogram

evaluation, (4)documentationoftheprocessofimplementation,and(5)findingsrelative

toproximaloutcomes,analysis,conclusions, andimplications fortheeducationalpractitioner.

Thefollowingoutline illustrates thefundamentalcomponentsoftheAppliedDissertation

including theyearintheprogramwhentheworkwillbecompeted.Eachofthecomponents is

revisedduringsuccessiveyears.

PleaserefertotheAPAPublicationManual(APA,2010)andtheJHUlibrary’sformatting


guidanceforsectionsofthedissertation.TheElectronicThesesandDissertationswebsiteURLis

http://guides.library.jhu.edu/etd.

AmericanPsychologicalAssociation.(2010).PublicationManualoftheAmericanPsychologicalAssociation(6thed.).Washington,DC:Author.

NOTE:ThisOrderandContentmaybechangedwiththediscretionoftheadviser.

OrderandContent

FrontMatter

a) Titlepage

b) Abstract

c) Preface,includingacknowledgments

d) TableofContents,withtitlesandpagereferences

e) ListofTables,withtitlesandpagereferences

f) ListofFigures,titlesandpagereferences

g) ListofPlates,withtitlesandpagereferences

ExecutiveSummary (Year3)

Ch.1–UnderstandingthePOP(Year1)

a) IntroductionthatestablishesthePOPwithintheliterature;providesarationaleforwhythe

problemisanimportantproblem;andprovidesevidenceforthePOPbroadlyaswellaswithin

thecontextofprofessionalpractice.Thisintroductionshouldleadtothestatementofthe

POP.

b) ProblemofPractice—ProvideaclearstatementofthePOP.

c) Clearlyarticulateasystemsapproachtounderstandingandorganizingunderlyingcausesand

factors.Clearlyidentifytheappropriatetheoreticalframesandperspectivesthatwillbeused

toexplorethePOP.

d) ClearlyidentifyandorganizespotentialunderlyingcausesandfactorsrelatedtothePOP.

e) Synthesizeresearchliteraturethatinformsthedevelopmentofaconceptualframeworkor

modeloftherelationshipsbetweenthefactorsandcauses.Provideacriticalreview,analysis,

andsynthesisofscholarlyliterature.

f) Summaryofthefactorsandunderlyingcausesleadingtoarationaleforthechosenfactors

examinedempiricallyinCh.2.

Ch.2–Empiricalexaminationofthefactorandunderlyingcauses (Year1)

a) Introduction—providesconnectionbetweenCh.1andtheempiricalstudyinCh.2.

b) ContextofStudy—Description ofthecontextincludingoverviewofthetargetpopulation

(i.e.,thosewhoareimpactedbytheintervention,whichmaygobeyondthestudy

participants).

c) Statementofthepurposeoftheempiricalstudyincludingresearchquestions relatedto

underlying causesandfactorsrelatedtothePOP.

d) Method:

1) ResearchDesign—provideanoverviewoftheresearchdesignforyourstudy:


( a ) Participants—descriptionofthesampleandparticipant selection.

(b) MeasuresandInstrumentation—descriptionofallvariables(including

howeachwillbedefinedandmeasuredinthisstudy),datasources

suchasexistingdata,assessments,measures/surveys,and/or

interviewprotocols;includeadiscussionofvalidityandreliability

fromexistingdataORindicateintheProceduresectionhowyou

intendtoaddressissuesofvalidityandreliability.

(c) Procedure–outlineofthestepsandtimeline:

1. Datacollectionmethods—descriptionofdatacollectionprocedure.

2. Dataanalysis—howwillthedatabeanalyzedincludingspecificstepstocode

qualitativedataandstatisticalanalysesforquantitativedata.Youshouldalso

considerhowyouwillmanagethedata,butthisdoesnothavetobe

explicatedinthissection.

e) FindingsandDiscussion—systematicdiscussionofthefindingsincludingelaborationof

descriptionofcontextbasedontheempiricalstudy

f) References (movedtoendofprojecteachyear)

Ch.3–Intervention literature review(Year2)

a) ConnectiontoCh.2—SummaryofempiricalfindingsfromCh.2withrationaleforfocuson

specifictypesofinterventions.

b) TheoreticalframeworkORconceptualframeworkthatprovidesthefoundationforthe

intervention.

c) Synthesisoftheinterventionliteraturetargetedtowardcontributingfactorsthatwere

determinedtobeimportantwithinthecontextofprofessionalpractice;provideanargument

throughthesynthesisoftheliteraturefortheproposedintervention.

c) Briefsummarywithoverviewofproposed intervention.

Ch.4–Intervention procedureandprogramevaluationmethodology(Year2)

a) IntroductionprovidingconnectiontoCh.3andleadingtothepurposeofthestudyandresearch

questionsfortheintervention.

b) ResearchDesignincludinglogicmodel:

i) Processevaluation–designforexaminingtheimplementationoftheintervention.

ii) Outcomeevaluation–designforexaminingtheproximaloutcomesofthe

intervention.

c) Method:

i) Participants—Descriptionofsample(thismaybegeneralattheproposalstagebutis

rewrittenwithspecificsinthedissertation),participant selection, and/orsite

identification;comparisongroupdescriptionifapplicable.

ii) MeasuresorInstrumentation—descriptionofallvariables,datasources

suchasexistingdata,assessments,measures/surveys,and/orinterview

protocols.

iii) Procedure:

(1) Intervention—detaileddescriptionoftheinterventionincludingatimelineforthe

intervention.(NOTE:Thisdescriptionshouldelaboratethedescriptionprovidedinthe

summaryforCh.3.)

(2) Datacollection—descriptionofdatacollectionproceduretoexamineBOTHthe

processofimplementationandproximaloutcomesoftheintervention.


(3) Dataanalysis—descriptionofthedataanalysesincludingspecificstepstocode

qualitativedataandstatisticalanalysesforquantitativedata.Youshouldalso

considerhowyouwillmanagethedata,butthisdoesnothavetobeexplicatedin

thissection.

(4) SummaryMatrix—includeamatrixshowingalignmentbetweenresearchquestions,

measuresorinstrumentationthatoperationalizesthevariablesofinterest,data

collection,anddataanalysisasanAppendix;refertoappendixasappropriate

throughoutProceduresection

Ch.5–FindingsandDiscussion

a) Processofimplementation—richdescriptionoftheprocessofinterventionimplementation

b) Findings—statementoftheempiricalfindingsorganizedbyresearchquestion

c) Conclusions—Summativestatementsrelativetofindings

d) Discussion—Discussionofthefindingsincludingrecommendationandlimitationsofthe

study-relationshiptotheliterature,relationshiptothetheoreticalframework,

relationshiptopractice

References

ClarifyingQuestionstoPonder

Thefollowingquestionsareprovidedtoguidestudentstowardthesuccessfulwrite-upoftheir

study.Thequestionsbelowwillhelptopositionthestudents’worktoaddresseachelement

identifiedbelow:

1) DoestheExecutiveSummaryprovideanoverviewofthedissertation?

2) Doestheintroduction ofthePOP(Ch.1)…

a) EstablishthePOP?Providearationaleforwhytheproblemisaproblem?Provideevidencefor

thePOPbroadlyaswellaswithinthecontextofprofessionalpractice?Provideaclear

statementofthePOP?

b) Clearlyart iculateasystemsapproachtounderstandingandorganizingunderlying

causesandfactors?

c) Clearly identify theappropriatemultidisciplinary lensesthatwillbeusedtoexplorethePOP?

d) Clearlyidentifyandorganizes potentialunderlying causesandfactorsrelatedtothePOP?

e) Synthesizeliteraturethatinformsthedevelopmentofaconceptualframeworkormodelofthe

relationshipsbetweenthefactorsandcauses?Provideacriticalreview,analysis,andsynthesis

ofscholarly literature?Discussthetheoreticalperspectiveasappropriate.

3) Doestheempiricalexaminationofthefactorsandunderlyingcauses(Ch.2)...

a) Situatereaders intheperspective ofthedoctoralstudent’sorganization –thecontext for

thePOP?

b) Buildaconnectiontotheliteraturereviewrelatedtofactorsandunderlyingcauses

forthePOP?

c) Establish theapproach forexamining theunderlying causesandassociated

factorswithinthecontextofprofessional practice?


d) Clearlydelineate theunderlying causesandfactorsassociatedwiththePOPasthey

aremanifestedwithinthecontextofprofessionalpractice?

e) Clearlyandconvincingly establishthesignificanceoftheproblemwithinthefield

ofeducation?

4) Doestheliterature reviewrelatedtotheintervention (Ch.3)...

a) Buildconnectionstothefindingsfromtheempiricalstudyofthefactorsand

underlyingcausesforthePOP?

b) Establishesatheoreticalframework(orcombinationofsupportingtheoretical

frameworks)thatserves(serve)asaframefortheinterventionand/orfinalexpected

outcome.

c) Synthesize important literature relatedtointerventions thataddressesoneor

moreunderlying causesorfactorsassociatedwiththePOP?

d) Analyzetheresearchforstrengthsandweaknesses?

5) Doestheevaluationprocedure (Ch.4)...

a) BuildaconnectiontotheliteraturereviewpresentedinCh.3includingtheargumentforthe

intervention?

b) Establishresearchquestions forthedissertationstudy?

c) Clearlyarticulateappropriateandrigorousmethodstoevaluateoutcomesof

theinterventionoranalysisofpolicyandprocedure?

d) Clearly indicateallcomponents ofthemethods includingtheparticipants,measures,

procedurefortheinterventionand forevaluation,datacollection,anddataanalysis?

e) Clearlyarticulate theintervention implementation procedure?

6) Doesthefindingschapter(Ch.5)...

a) Clearlyarticulateadescriptionoftheprocessofimplementationaswellasacriticalassessment

oftheimplementationdrawingonmultiplesourcesofdata?

b) Clearlyarticulate theoutcomesofthestudybasedontheanalysisofthedata?

c) Providevalidandreliableconclusions toinformstakeholders andother

educationalprofessionals?

d) Providealogicalandpreciseargumentaswellasconclusions forpractice?

e) Discuss limitationsofthestudy?

f) Illustrateamultidisciplinary approach toeducational improvement?

g) Leveragebothpracticalexperienceandscholarlyknowledge inthedesignof

anintervention toaddressunderlying causesandfactorsassociatedwiththe

POP?

h) Connectbacktotheliterature,thetheoreticalframeandtheoriginalcontext

forthestudytoconnecttopractice?

Getting Started Guide for Students

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Starfish is an early alert communication system that is integrated with Blackboard and allows instructors and advisors to monitor a student’s academic progress. This system allows students to easily schedule appointments with faculty members and advisors.

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1. Once inside Starfish, click the Success Network tab in the top left.2. Locate the appropriate office (i.e. Office of Academic Advising) and click the link to

expand the list of service members for that office.

App Q Starfish Getting Started Guide for Students

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3. Click the Schedule Appointment link to view the service member’s calendar. (Note: If there is no ‘ScheduleAppointment’ link, online scheduling is not available through Starfish for this member or office.)

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App Q Starfish Getting Started Guide for Students


ApprovedbyAcademicCouncil,9/25/13

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PolicyStatement:TeachingAssistantships

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ThispolicyappliestoallindividualsappointedasTeachingAssistantsintheSOE atJohnsHopkinsUniversity.

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TobeeligibleforappointmentasaTeachingAssistantastudentmust:

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2AppSPolicyStatement

DutiesofTeachingAssistants• TeachingAssistantsmayonlybeassigneddutiesthatareadjuncttoregular

classroominstruction.• AlldutiesperformedbyTeachingAssistantsshallbeunderthesupervision and

directionofadesignatedmemberofthefacultyorthecourseinstructor- of-record.Suchdutiesmayincludestudentpracticesessions,discussion sessions,assistanceinlaboratories,recitationsessions,reviewsessions,and othersimilaractivities.

• TeachingAssistantsmaymakerecommendationsforcourseassignment gradesprovidedthattheTeachingAssistantholdsahigherdegreethanthe degreeprograminwhichs/heisassisting.Thus:o TeachingAssistantswithamaster’sdegreemayrecommendgradesfor

studentsinundergraduatecourses;ando TeachingAssistantswithadoctoraldegreemayrecommendgradesfor

master’sstudents.• TeachingAssistantsmaybeassignedtoholdofficehours,holdstudent

conferences,andtoperformsimilarcommonacademicduties.• Teaching Assistants may NOT be assigned regular classroom instruction

duties, nor may they serve as an instructor-of-record for any instructionalactivity.

• TeachingAssistantsmayNOTsubmitfinalgradestoISISself-serviceand/or theELCgradebook.

SupervisionofTeachingAssistants

AllTeachingAssistantsshallbeunderdirectandassignedsupervisionofafacultymember(eitherafull-timefacultyorafacultyassociate)andshallregularlyreport ontheconductandperformanceoftheirdutiestothesupervisingfaculty.The supervisingfacultyshall,attheendofeachsemester,filewiththeViceDeanof AcademicAffairsawrittenevaluationoftheperformanceofallTeaching Assistantsunderthesupervisingfaculty'sdirection.Theevaluationshallbecomea permanentpartoftheTeachingAssistant'spersonnelfile.

OtherEmploymentInformation

Althoughtheyarenotmembersofthefaculty,TeachingAssistantsareexpected toconformtothesamestandardsofconductintheperformanceoftheiracademic dutiesasaremembersofthefacultyandshallrespecttherightsandopinionsof studentsandupholdtheacademicstandardsoftheSchoolofEducation.

Steps for Creating a CITI Account and Completing the Human Subjects Research Training

PLEASE BE SURE TO FOLLOW THE DIRECTIONS BELOW IN ORDER TO SELECT THE CORRECT TRAINING, AS IT IS A BIT CONFUSING. IF YOU HAVE QUESTIONS, PLEASE CALL THE HIRB OFFICE AT 410-516-6580 BEFORE YOU BEGIN THE TRAINING.

1. Go to: https://www.citiprogram.org/Default.asp2. If you already have a CITI account, sign into your account and proceed to step #5.3. If you are new user to the CITI Program, register to create an account by clicking on New

Users Register Here. Complete the registration process. Make sure you select Johns HopkinsUniversity as your institution, create your username and password etc.

4. You will be asked to complete some basic member information and also which coursecurriculum you need to take. The system will guide you through a series of questions todetermine which course is appropriate for you.

5. THIS IS THE TRICKY PART…Choose, “ Yes, I need to take the training in Human SubjectsResearch (HIRB Training)”. You DO NOT need to complete the Responsible Conduct ofResearch (RCR) course for IRB purposes.

If you choose to complete the RCR Course, you will still need to complete the Basic Course in

the Protection of Human Research Subjects for IRB purposes.

Please look below to guide you through the correct selections.

6. On the next screen, if you have not previously completed the Basic Course, select the BasicCourse. If you are renewing your certification because you have completed the basic courseover 5 years ago, please select the Refresher Course.

DO NOT select this option

App Steps for reating a A ount and o p eting the raining

https://www.citiprogram.org/Default.asp

https://www.citiprogram.org/enroll/courseregistration1.asp?language=english

7. On the next screen, you will be prompted to select your curriculum.Select Social & Behavioral Research Investigators if you are submitting an expedited application.

If you have reviewed the exempt checklist on the HIRB website and you feel your research fitsinto one category, or have been told your research will be Exempt, select Exempt Research.Please note that if your research is determined to not be exempt, you will need to complete theSocial & Behavioral Research Investigators module as well.

If you are conducting research only as part of a classroom activity, select Classroom Protocols.

8. The IRB does not require you to complete the Good Clinical Practice (GCP) course.


9. This will bring you back to the main page. Scroll down until you see “My Courses”. UnderStatus, you will see “Not Started - Enter”. Click ‘enter’ to be taken to the course.

10. Complete the course as required. You do not have to complete the course all in one sitting; youare allowed to use multiple log-on sessions. The minimum "passing" aggregate score for thequizzes is 80%. A running tally is compiled in the Grade Book. If you want to improve a scoreon a quiz, you may repeat any quiz in which you didn't score 100 % correct.

11. Print out a copy of the completion certificate for your files and save a copy to your computer aswell. A copy will be sent automatically to your institutional administrator. You may return tothe course site in the future to obtain a copy of the completion report or take the other offeredcourses.


https://www.citiprogram.org/members/learnersII/gradebook.asp?strKeyID=9A6BF1F5-21C4-449C-B2CA-ADB4A0884768-5799547

AppZPOPStatementGuidance(May302017)

POPStatementGuidance(Oct2016)ThroughoutyourEdDprogram,youwillbeaskedtowriteyourProblemofPractice(POP)statement,ordifferentiterationsofyourPOPstatement,incourseassignmentsaswellasinyourdissertation.BelowaresomesuggestionsforhowyoumightthinkaboutwritingyourPOPstatementaswellasseveralexamples.PleaserefertotheAppliedDissertationDescription(July2016)forfurtherdiscussion.YourPOPstatementshouldbeasingle,succinctparagraphthatdelineatesthebroadprobleminsociety,someevidenceofthisbroadproblemwithintheresearchliterature,andhowthisproblemmanifestsitselfinyourcontext.Moreexplicitly,youcouldfollowthesestepstowritingthisstatementofthePOP:

1. Statethebroadprobleminsociety.Youmaywanttobeginwithanintroductoryorexplanatorysentence.

2. Provideatleastthreeevidentialstatementsoftheproblemincludingcitations.Thesearestatementsthatprovideevidencethattheproblemexistsinvariousforms.

3. Statehowthisbigproblemmanifestsitselfinyourprofessionalcontext.Examples:AchievementdisparitiesamongtraditionallyunderservedstudentsAsnapshotoftheAmericaneducationallandscapein2011reflectsastrikinglysimilarportraitoftheK-12environment30yearsago.FromANationatRisk(Gardner,1983)totheNoChildLeftBehind(NCLB,Actof2001),thestateofeducationremainsdistressed,particularlyfortraditionallyunderservedstudents.Stagnantacademicperformancepersistsamonglow-socioeconomicandminoritystudents(Lee,2006),andNationalAssessmentEducationStatisticsdataanalysesdelineatehowachievementgapshaveremainedrelativelystablebetweendifferentgroupsofstudents(Lee,2006;Rampey,Dion,&Donahue,2009).Highschooldropoutrateshaveriseninsomegroupsoftraditionallyunderservedpopulations(Balfanz&Letgers,2006;Barton,2000;Greene,2002;Greene&Winters,2005;Sum&Harrington,2003,Swanson&Chaplin,2003).Further,schoolfailureswithinourmostneedydistrictsinurbanandrurallocalesleaveunderservedpopulationswithoutaccesstoeducationalresources.NCLB(2001)waspassedtoamelioratethepersistentperformancedifferences,yettheresultinmanyplaceshasbeentowidenalreadyexistinggapsinachievementandaccesstoeducationalresources.Thepersistentlowlevelsofachievementandunequalaccesscontinuetofrustratepractitionersandresearchers.InGreenHighSchool(GHS),studentsuccessrecordsmirrortheUSnationalpatterns:traditionallyunderservedminoritystudentsgraduateatlowerratesthantheirprivilegedcounterparts,gapsexistbetweenmanygroups,fewerofthesestudentsarerepresentedinAPcourses,resourceshavebeenwithdrawnfromtheschoolasaresultofNCLBpolicies,anddropoutratesatGHShavenotabated(CITATIONtoschoolrecords).

Explanation:Inthisparticularexample,thePOPstatementremainsbroadandfocusedontheoutcomeproblem:achievementdisparitiesamongtraditionalunderservedstudents.Thisstatementprovidesevidencethatthisproblemexists:NAEPdata,graduationrates,drop-outrates,schoolfailures,anddiminishedaccesstoeducationalresources.Lastly,itdescribeshowtheproblemwithinthecontextofprofessionalpracticereflectsthenationalproblem.

POPStatementSubmissionforAdvisingprocess:

ForthePOPstatementthatyouwillsubmittobegintheadvisoryselection,pleaseconsiderincludingsomeinformationthatbrieflyoutlinesthefactorsassociatedwiththeproblem.ThislistshouldfollowthePOP


statementandmaybeprovidedinbulletedformat.ItwillallowustobetteralignadviserselectionwithyourspecificinterestBUTisnotrequiredatthistime.

BelowareseveralPOPstatementsthatareexamples.Theyarenotnecessarilyexemplarsoftheformatpresentedabovebutshowsomevariationwithinthisformat.Theyareprovidedonlyasexamplesforyoutoconsider.NeurosciencemisuseinschoolsWhileinterestinthebrainsciencesandneuroscienceliteracyhasgrownconsiderably,misconceptionsandmisapplicationsofhastily-appliedbrainresearchgrewparalleltothatinterest.Specificmisunderstandingsandincorrectnotionsaboutthebrain,eitherinstructureorfunction,wereisolated,identified,andlabeledasneuromyths(OrganisationforEconomicCooperationandDevelopment[OECD],2002).Particularlywithinthefieldofeducationalneuroscience,ormind,brain,andeducation,theroleofneuromythshasbeenexaminedintermsofteachers’beliefsaboutwhataffectsandunderliesstudentlearning(Dekker,Lee,Howard-Jones,&Jolles,2012).Examplesofsomeneuromythsincludethebeliefthathumansregularlyuse10%oftheirbraincapacity;thattherearevisual,auditory,andkinestheticlearners;andthatpeopleareeither“left-brained”or“right-brained”(OECD,2012).Whilethereisevidencethatteachersdoadheretosomeoftheseneuromyths(Alekno,2012;Dekkeretal.,2012;Gleichgerrcht,Luttges,Salvareza,&Campos,2015;Ratoetal.,2013)andthatneuroscienceresearchfindingscanbeutilizedtotransforminstructionalpractice(Dommett,Devonshite,Plateau,Westwell,&Greenfield,2010),thereiscurrentlynovalidatedconnectionbetweenteacherbeliefinneuromythsandteacherinstructionalpractices.Thoughthereisresearchindicatingthatthereisarelationshipbetweenteacherbeliefsandpracticesmoregenerally(Allinder,1994;Anderson,Greene,&Loewen,1988;Aston&Webb,1986;Gibson&Dembo,1984;Guskey,1988;Knapp,2013;Stein&Wang,1988;Youyan,Tan,Liau,Lau,&Chua,2013),thesupportforthatrelationshipexistsprimarilyinregardtoteacherefficacy.Thus,thisstudyseekstodeterminetheextentofthisproblemwithintwoprivateschoolsandthenbroadlyinastate-widesurvey.

Communitycollegestudentattrition

Despitetheincreaseinaccessto2-yearcollegeprograms,thelikelihoodofcommunitycollegestudentstograduatewithanassociatesorbaccalaureatedegreeremainsgrimwithintheU.S.Thechallengesfacingcommunitycollegestudentsastheypersisttoachieveabaccalaureatedegreebyupwardtransferorgraduationwithanassociatedegreeareoftentoosimplyidentifiedasbeingunderpreparedandfinanciallyunder-resourced.Communitycollegestudentsfacemanyobstaclestopersistencethatimpedetheirabilitytoearnadegreeandtransferincludingbeingacademicallyunderprepared(Bailey,2012;Fike&Fike,2008),financiallyunder-resourced(Dowd&Coury,2006;Mendoza,Mendez,&Malcolm,2009),andmoreoftenfirstgenerationcollegestudentswithoutknowledgeablesupportathomeofcollegeprocessesincludingregistration,financialaid,andtransfer(Dowd,Pak,&Bensimon,2013;Goldrick-Rab,2010,Lareau,2011).Further,therearefewbarrierstoregisteringforcoursesoroptingforaprogramofstudyintheopen-accesscommunitycollegeenvironment,whichmayleadtostudentstakingunnecessarycoursesorthosenotcoveredbyfinancialaid(Goldrick-Rab,2010).Amongthemanywayscommunitycollegestudentsdifferfromtheir4-yearuniversitycounterpartsisthattheytendnottoseekstudentsupportservicesorintegratethemselvesincampuslife(Martinetal.,2014).Thus,despitethemanyinstitutionalsupportsavailable,communitycollegestudentsoftenmakedecisionsaboutcurriculumandtransferwithoutprofessionaladvice.Takentogether,thesefactorsleadtotheproblemoflowgraduationandtransferratesforcommunitycollegestudents,andthiscaseremainstrueinJaneDoeCommunityCollegeinamid-Atlanticsuburbancity.


NCAAEligibility

Since1965,initial-eligibilityrequirementshaveexistedtoensurethathighschoolstudent-athletesareacademicallypreparedfortherigorsandtimedemandstheywillfaceata4-yearinstitution(Pickle,2008).Whatremains,however,ishighoverallnumberandproportionofhighschoolstudent-athleteswhofallshortofmeetingNCAAacademicinitial-eligibilityrequirementsannually.Forhighschoolstudent-athletestoqualifytopractice,compete,andreceiveathletically-relatedfinancialaidduringtheirfirstyearoffull-timeenrollmentatanNCAADivisionIorDivisionIIinstitution,theymustmeetminimumacademicinitial-eligibilitystandardsascertifiedbytheNCAAEligibilityCenter.NCAAproprietarydatashowthatapproximately200,000highschoolstudentsannuallyregisterwiththeEligibilityCenterwiththegoalofbecomingNCAADivisionIorDivisionIIstudent-athletes.Amongthosestudents,approximately90,000areactivelyrecruitedbyaDivisionIorDivisionIIcollegeoruniversityandthusreceiveafinalacademiccertification.Ofthose90,000studentswhoreceiveafinalacademiccertification,approximately13%annuallyfallshortofmeetinginitial-eligibilityacademicrequirementsand,inmanycases,misstheopportunityforhighereducation.Inparticular,approximately20%ofallrecruitedhighschoolfootballplayersareacademicallyineligiblecomingoutofhighschool.AfricanAmericanhighschoolfootballplayers,manyofwhomcomefromlimited-resource,urbanschooldistricts,comprisethelargestdemographicsubsetofacademicallyineligiblehighschoolstudent-athletes.Accordingly,thePOPaddressedinthisstudyfocusedparticularlyonlow-incomeandminorityhighschoolfootballplayersandwasthussituatedwithinbroaderstudiesrelatedtocollegeaccessandachievementgapsamonglow-incomeandminoritystudents.

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