Program Guidelines
Ph.D. in Education
College of Education and Human Development
George Mason University
4400 University Drive, MSN 1D5
Fairfax, VA 22030
Email:
Phone: (703) 993-2011
Fax: (703) 993-2063
Update: 11/11
TABLE OF CONTENTS
The Ph.D. in Education Program......
Advisors......
Doctoral Advising Committee......
Doctoral Dissertation Committee......
Competencies...... 3
Portfolio......
Continuous Enrollment......
Core Courses......
Courses at Other Universities......
Credits...... 5
Required...... 5
Transfer Credits...... 5
Applicable Courses...... 5
Dissertation......
Guidelines...... 6
Dissertation Proposal Seminar (EDUC 998)...... 7
Dissertation Credit (EDUC 999)...... 7
Research and Scholarship in Education (EDUC 805)...... 8
Emerging Issues in Education Specialty (Course # 895)...... 8
Enrollment...... 8
GMU Enrollment Rules:...... 8
Ph.D. in Education Enrollment Requirements:......
General Culture......
Grade Requirements...... 9
Grading Policies...... 10
Graduation Requirements...... 10
Grievance Procedure...... 11
Human Subjects Review...... 11
Independent Study...... 2
Internships...... 2
Leadership Seminar (EDUC 802)...... 3
Leave of Absence...... 3
Secondary Concentration Area of Study...... 3
Special Scholarship Secondary Concentration in a Non-CEHD Department, School or Institute 3
Discipline-Based Secondary Concentration...... 4
Interdisciplinary Secondary Concentration...... 4
Master's Degree as a Designated Secondary Concentration...... 4
Oral Examination / Defense...... 4
Ph.D. in Education Committee...... 5
Ph.D. in Education Office...... 5
Professional Specialization...... 5
Program Evaluation...... 6
Program of Study...... 6
Preparation...... 6
Rationale...... 6
Approval...... 7
Modification...... 7
Completion...... 7
Program of Study Approval Procedures...... 7
Re-Admission...... 7
Registration...... 8
Required Courses...... 8
Requirements8
Research Methods Courses9
Residency...... 9
Student Mentors...... 20
Time Limits...... 20
Transfer of Credit...... 20
Ways of Knowing (EDUC 800)...... 20
Withdrawal from Courses...... 21
Withdrawal from Program...... 21
1
The Ph.D. in Education Program
The Ph.D. in Education is a program of advanced professional study to develop leadership in a selected field of professional education. As a program of doctoral study, it emphasizes theory and research as much as it does practice, breadth of study as much as depth, and process as well as knowledge. It seeks to develop knowledge and skills useful in educational roles as well as the abilities to analyze and respond to problems in their relationships to various educational concerns. The program emphasizes leadership in a broad professional field rather than expertise in a narrow area of specialization. A student's individual Ph.D. in Education program of study should clearly reflect a preparation that incorporates these features of doctoral study.
Students must demonstrate the following major competencies to be awarded a Ph.D. in Education degree:
- Ability to communicate effectively in a variety of professional roles in both oral and written forms;
- Knowledge of significant theory, developments and practices in one's professional specialization (e.g. teaching of mathematics, counseling, etc.), and one or more supporting areas of study;
- Ability to understand, utilize and interpret basic principles and methodologies of educational research design and data analysis; and
- Ability to organize efforts to solve problems, advance knowledge, test theories, and adapt information to meet professional goals.
Individual student programs of study should enable students to develop the skills, knowledge, and attitudes which constitute and support these competencies. Mastery of these competencies is demonstrated by successful coursework, successful completion of a comprehensive assessment (examination or portfolio), preparation and acceptance of a dissertation, and successful completion of an oral defense of the dissertation.
Advisors
Each Ph.D. in Education student is advised by a committee of at least three faculty members throughout enrollment in the Ph.D. in Education Program. A doctoral advising committee advises the student through the completion of all pre-dissertation coursework and the comprehensive portfolio assessment. A doctoral dissertation committee advises the student in the preparation, submission and defense of the Ph.D. in Education dissertation. All members of the latter committee are nominated by the student during or upon completion of EDUC 998 Doctoral Proposal Seminar.
Doctoral Advising Committee
This committee consists of three George Mason University (GMU) faculty members selected by the student. It is chaired by the student's major advisor, who represents the program specialty area. One member must represent the student's minor area of study.
The major functions of this committee include assessing the student’s goals, interests and academic needs; planning with the student and approving the student's program of study; monitoring student progress through the program; and overseeing the student's comprehensive portfolio assessment. Students may take courses for no more than two semesters without having an approved doctoral advising committee and an approved program of study.
Doctoral Dissertation Committee
The doctoral dissertation committee consists of three GMU faculty members, including a chair who serves as the major advisor to the student in preparing the dissertation from the initial stage(s) through the final oral defense. Additional committee members from the GMU faculty, or non-GMU faculty with an earned doctoral degree, must be approved by both the committee chair and the Ph.D. in Education Program Director.
Students must select members of their doctoral dissertation committee once they have passed the comprehensive assessment (examination or portfolio) and while preparing their dissertation proposals (in EDUC 998) but before presenting a proposal to the faculty. They may continue their existing doctoral advising committee as the doctoral dissertation committee or nominate one or more new committee members. In either case, they nominate, in writing, members of the doctoral dissertation committee and a dissertation advisor (chair) to the Ph.D. in Education Program Office.
It is the responsibility of the doctoral dissertation committee, under the leadership of its chair, to assist and supervise the student in the preparation of the doctoral dissertation and to assure that the dissertation meets all standards for doctoral work. The major responsibility for this work, however, rests with the student, who is expected to demonstrate the ability to conduct independent research through the dissertation study.
Members of this committee act in accord with Ph.D. in Education procedures to accept, modify or reject a student's dissertation proposal(s), conduct and evaluate the student's oral presentation of the completed dissertation, accept or reject the student's completed dissertation, and certify the student's completion of all dissertation requirements preparatory to qualifying for graduation.
Membership on a doctoral advising committee or doctoral dissertation committee, once established and approved, may not be altered without prior approval of the Ph.D. in Education Program Director.
Consideration of a change in committee membership should include discussion with the committee chair or the Ph.D. in Education Director, as appropriate. To initiate a committee change, the student should request the change, in writing, clearly specifying the reasons for the change, and submit this request to the Ph.D. in Education Program Director. A student requesting a change in committee membership must have ascertained the new member's willingness to serve prior to submitting the written request and so indicate this on the request.
Competencies
Students must demonstrate the following major competencies to be awarded a Ph.D. in Education degree:
1.Ability to communicate effectively in a variety of professional roles in both oral and written forms;
2.Knowledge of significant theory, developments and practices in one's professional specialization (e.g. teaching of mathematics, counseling, etc.), and one or more supporting areas of study;
3.Ability to understand, utilize and interpret basic principles and methodologies of educational research design and data analysis; and
4.Ability to organize efforts to solve problems, advance knowledge, test theories, and adapt information to meet professional goals.
Mastery of these competencies is demonstrated by successful coursework, successful completion of a comprehensive portfolio assessment preparation and acceptance of a dissertation, and successful completion of an oral defense of the dissertation.
Portfolio
The Ph.D. in Education Portfolio is an organized, yet selective, collection of documents designed to facilitate a student's academic and professional development and to provide a basis for evaluating degree progress. The portfolio represents the scope and depth of a student's goals, plans, and accomplishments in coursework, independent study, research, internships, and other advanced learning activities. The portfolio thus provides a comprehensive record of a doctoral student's experiences and ongoing progress toward his or her academic and professional goals.
Students use the portfolio to:
1.Define and clarify academic and professional goals;
2.Formulate specific plans to achieve those goals through coursework, research, and field-based activities;
3.Reflect upon the process and results of their learning activities;
4.Modify goals and plans as needed based on reflective self-evaluation and feedback from faculty advisors; and
5.Demonstrate readiness to proceed to the dissertation phase of the doctoral program.
As students progress through the program, they periodically meet with their doctoral advising committee to review goals, plans, and accomplishments, and to discuss possible modifications and additional work needed to facilitate continued progress in the doctoral program.
The first portfolio review must be completed before the end of the third semester. The second portfolio review must be scheduled at the completion of 30 credit hours. When a student has completed the coursework phase of the program, a final meeting is held with the doctoral advising committee. This meeting is the context for conducting the Comprehensive Portfolio Assessment, a formal evaluation of a student's readiness to proceed to the dissertation phase of the Ph.D. in Education program, (analogous to the traditional doctoral comprehensive examination.)
Continuous Enrollment
Ph.D. in Education students must meet all College of Education and Human Development enrollment requirements. They must enroll in at least one course on their individual, approved programs of study at least every other semester, not counting summers. It is strongly recommended, however, that students enroll in at least one course on their programs each Fall and Spring semester in order to complete the program within prescribed time limits. Time allowed to complete the coursework phase of the program assumes continuous, part-time enrollment and does not vary to accommodate those who enroll only in alternating semesters.
Students who fail to enroll in two consecutive semesters (summers are not counted) are declared inactive and must submit a re-enrollment request to the program director. Re-admission is not guaranteed.
Ph.D. in Education students have a maximum of five years from the time of their enrollment in their first course to satisfactorily complete all coursework through the comprehensive portfolio assessment. Students who have not completed these requirements within a five-year period will be dismissed from the program. An additional five years, starting from the date on which the student satisfactorily completesher/his comprehensive portfolio assessment are allowed to complete the doctoral dissertation and the defense of the dissertation. See also Enrollment and Time Limits.
Core Courses
Core courses are those required of all Ph.D. in Education students and are open only to Ph.D. in Education students. In these core courses, EDUC 800: Ways of Knowing and EDUC 805: Research and Scholarship in Education, EDRS 810: Problems and Methods in Educational Research, and EDUC 802: Leadership Seminar, students enroll as an entering class, developing and reinforcing a group identity and commitment to doctoral study in the process.
Any student who receives a grade of F in a core course will be dismissed from the program. Students who receive a grade lower than a B must repeat the course and earn a final grade of at least a B. See also General Culture and Grading Policies.
Courses at Other Universities
Students may take up to 12 credits of doctoral-level coursework at other universities as part of their Ph.D. in Education program of study provided these courses are included in their approved programs of study or are added to their program by student petition and appropriate action of the Ph.D. in Education Office prior to taking them. In addition, permission of the GMU College of Education and Human Development (CEHD)to take such courses is required prior to taking them, even if they appear on an approved program of study. Forms for obtaining such permission may be obtained from the CEHD Office of Academic and Student Affairs(Robinson Hall, Room A307). See also Transfer of Credits.
Credits
Required
Ordinarily, a doctoral program of study in the Ph.D. in Education consists of 65 graduate credits beyond a master's degree. In specific cases, more or fewer credits may be required, depending on student's career goals, prior coursework, and assessed strengths and deficiencies. Under no circumstances can the doctoral program consist of fewer than 55 graduate credits beyond a master's degree, or 85 graduate credits beyond a bachelor's degree.
Transfer of Credits
Doctoral students may transfer up to 12 hours of graduate credit to their program of study, if (a) the coursework was undertaken no more than six years prior to admittance into the Ph.D. program, (b) the coursework was not applied to any previous degree, and (c) the coursework is deemed applicable to the student's doctoral program by the student's committee. Once the student has enrolled in the Ph.D. in Education Program, prior written permission of the Ph.D. in Education Program Director is required to take courses at another institution. In some limited cases, with approval of the Ph.D. in Education Committee, more than 12 credits may be transferred.
Applicable Courses
Only CEHD courses at the 500*, 600, 700, 800 and 900 levels may be counted for degree requirements.
*Coursework in 500 level courses must include special work of doctoral quality in order for these courses to count toward program requirements. Such work usually consists of special papers or projects of an advanced nature and are assigned and supervised by the instructor. See also Transfer of Credits.
Dissertation
All students must satisfactorily complete a doctoral dissertation.
A Ph.D. in Education dissertation culminates doctoral study. Such a work must clearly demonstrate Ph.D. in Education candidates' abilities to apply principles of education to education-related problems in a chosen area of specialization. It must integrate knowledge of various disciplines with knowledge of relevant educational practice and theory. The dissertation must also make a significant contribution to existing knowledge or practice in education.
To be acceptable, a Ph.D. in Education dissertation must:
1.Address a clearly identified major societal or educational need or address a major educational issue as derived from the testimony of experts, analysis of research, projection of trends, and other accepted sources;
2.Have potential implications for education beyond local school audiences, clients, or settings;
3.Be unique -- it should not be a repetition of something that already exists or that has been accomplished in a student's earlier study;
4.Be scholarly -- it should be grounded in critically evaluated research and theory presented in a form consistent with the highest standards of organization and writing or other appropriate form of communication;
5.Be clearly in the field of education;
6.Have a conceptual, analytical component;
7.Furnish tangible evidence that the student is able to produce new knowledge or a new product for use in educational practice in a school, industrial, or governmental setting; and
8.Demonstrate that the student has improved or can improve the "state of the art" in educational practice, as opposed to only producing or adding to educational theory.
A Ph.D. in Education dissertation must be original, new work and not replicated research or work completed prior to entering the Ph.D. in Education Program or undertaken while in the program. It must also meet the standards of doctoral level scholarship and research. If a dissertation expands on some prior research or work of a student, it must go significantly beyond that research or work and must do so in a manner appropriate to doctoral level research.
It is the responsibility of a student's doctoral dissertation committee to ensure that a dissertation does not duplicate previous work by the student. In those instances where there appears to be duplication or where a dissertation or a proposed dissertation does not meet the stated standards of a doctoral dissertation, the Ph.D. in Education Committee shall determine the acceptability of the proposed dissertation and the final dissertation. Any GMU faculty member may request such action, in writing, by the Ph.D. in Education Committee. The Committee will act only after consultation with the faculty and student involved and after any other inquiry it deems appropriate.
Guidelines
To begin work on a Ph.D. in Education doctoral dissertation, a student must have presented the dissertation proposal in an open faculty/student meeting, have received signed approval of the proposal with any required modifications by all dissertation committee members, and have received approval of the university's Human Subjects Review Board if the dissertation involves human subjects. Student work on a dissertation that is not in conformity with this policy cannot be counted toward completion of dissertation requirements.
For guidelines and procedures for completing the doctoral dissertation, see Dissertation Guide for the Ph.D. in Education Program.
See also Advisors: Doctoral Dissertation Committee, Human Subjects Review, Dissertation Proposal Seminar, and Dissertation Research, herein.
Dissertation Proposal Seminar (EDUC 998)
Students must successfully complete their comprehensive portfolio assessment (before registering for or taking EDUC 998, the Dissertation Proposal Seminar.
The purpose of the EDUC 998 Dissertation Proposal Seminar is to assist students in preparing their dissertation proposals. In this seminar, students generate:
1.A clearly defined problem statement or task;
2.A review of the research literature; and
3.A description of the methods that will be employed to address the research question.
To accomplish these goals, students prepare short reviews and statements, submit them for the analysis of their peers and provide feedback to fellow students about the quality of their reviews and statements. Developing the completed dissertation proposal, however, is the responsibility of the student and the doctoral dissertation committee. Procedures for developing a dissertation may be found in the Dissertation Guide for the Ph.D. in Education Program.
All students must take at least three credits of EDUC 998. Unless waived by prior approval of a written request from the student's doctoral dissertation advisor and approved by the Ph.D. in Education Director, students must enroll in EDUC 998 -- Dissertation Proposal Seminar -- each semester after completing their comprehensive portfolio assessment until they have an approved dissertation proposal. Students receive an IP (In Progress) grade in EDUC 998 each semester until they have met this requirement. They receive an S grade (Satisfactory) in the course at the conclusion of the semester in which their proposal has been presented and approved by their dissertation committee.