Department of Special Education/Communication Disorders

Doctoral Program Handbook

‐ Adapted Spring 2017 ‐

New Mexico State University

INTRODUCTION

Welcome to the doctoral program in the Department of Special Education/Communication Disorders at New Mexico State University (NMSU). The intention of this handbook is to provide students and their faculty advisors with guidelines and Departmental requirements about the program. This handbook serves to complement the New Mexico State University Graduate School’s academic policies and students and their advisors are encouraged to consult both resources. To access the most recent copy of NMSU Graduate School’s policy (2016-2017), please visit: http://gradschool.nmsu.edu/.

The Special Education Doctorate Program here at New Mexico State University is committed to preparing professionals in the areas of teaching, research, service, and leadership positions. All students within this program are trained to conduct independent research, become critical/independent thinkers, and embrace the notion of diversity. Upon completion of the doctorate the student will be able to inform policies that promote the well-being of all individuals with exceptionalities at the local, community, societal, and global levels.

This is an exciting time in the field of Special Education as this is an evolving profession with numerous opportunities for occupational and professional growth. By earning a Doctorate in Special Education, you’ll be in a position to advocate for youth and children with exceptionalities and to support educators and administrators in your area.

We look forward to working with you and your continued success. 3

MISSION STATEMENTS

NEW MEXICO STATE UNIVERSITY MISSION STATEMENT

New Mexico State University is the state’s land-grant university, serving the educational needs of New Mexico’s diverse population through comprehensive programs of education, research, extension education, and public service.

Non-Discriminatory Policy

New Mexico State University (NMSU) is dedicated to providing equal opportunities in areas of employment and academics without regard to age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, serious medical condition, sex, sexual orientation, spousal affiliation or protected veteran status as outlined in federal and state anti-discrimination statutes. As a federal contractor, NMSU’s affirmative action program also supports this effort. Further, NMSU is committed to providing a place of work and learning free of discrimination and harassment on the basis of a person’s age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, serious medical condition, sex, protected veteran status, sexual orientation, or spousal affiliation. Where a violation of policy is found to have occurred, NMSU will act to stop the conduct, to prevent its recurrence, to remedy its effects, and to discipline those responsible in accordance with the NMSU Policy Manual and/or NMSU Student Code of Conduct.

COLLEGE OF EDUCATION

Our mission is to serve the people of New Mexico through education, research, extension education, and public service with specific emphasis on innovative practices, overcoming barriers to learning, international activities, technology, and literacy for the diverse populations of New Mexico, surrounding states and border communities.

Core Values

Excellence: Excellence in research, teaching, and service as discipline specific standards rise along with new academic expectations.

Integrity: Ethical behavior and accountability in our actions while at the same time demonstrating respect in the absence of agreement.

Diversity: Make inclusivity a distinct and foundational pillar of our college in word, deed and behavior. 4

Transparency: Embrace a shared process of communication, providing rationale and clarity as important decisions are made that affect our college.

Leadership: Embrace a leadership and management style in which we are humble in our disposition, but ambitious for our college.

Innovation: Engaging in the continuous process of discovery in our respective fields so that what we provide our students is cutting edge.

DEPARTMENT MISSION

The mission of the Doctorate Program in Special Education and Communication Disorders is to prepare professionals to positively impact the lives of individuals with exceptionalities in a global diverse community.

DOCTORAL PROGRAM OBJECTIVES

In alignment with University, College, and Departmental mission statements, a graduate from the NMSU doctoral program in the Department of Special Education and Communication Disorders will:

A. Have a comprehensive understanding and interest in the distinct characteristics needs of the diverse populations of youth and children with exceptionalities in New Mexico and surrounding states/border communities. B. Have an inherent interest in researching, disseminating, educating, and providing outreach efforts to a diverse population of students in higher education that positively impacts the lives of individuals with exceptionalities. C. Have a research interest that directly or closely aligns to current faculty members. D. Have an overall interest in multi-cultural special education as it relates to their research, teaching, and service. E. Have a depth of understanding regarding exceptionalities as it relates to the student’s research, teaching, and service.

PROGRAM PHILOSOPHY

The Department of Special Education/Communication Disorders at NMSU offers a Doctor of Philosophy (Ph.D.) and a Doctorate of Education (Ed.D.) in Special Education and is designed to educate personnel for teaching, research, and administrative positions in colleges and universities, as well as leadership positions in educational agencies.

DEGREE OPTIONS: The Department of Special Education/Communication Disorders is pleased to offer two different, but equally rigorous, pathways (a Ph.D. or an Ed.D.) to achieve the aforementioned outcomes. The two degrees can be differentiated in this way: a potential 5 candidate seeks to drive educational change through either the use of existing research (Ed.D.) or the creation of new research (Ph.D.).

Doctor of Philosophy (Ph.D.) The complex challenges facing 21st-century education require researchers who can collect and analyze information from multiple points of view and translate those findings into transformative ideas for education policy reform and practice. To earn a Ph.D. one must accomplish two things: complete a research project in order to master a subject completely and extend the body of knowledge of that subject. Designed for people who plan on a career devoted to research (conducted anywhere from a university setting to a lab), a Ph.D. is a thorough educational degree in a subject as well as the study of how to approach studying it. Rather than a desire to lead or manage organizations directly, Ph.D. students are often more interested in driving change by contributing their knowledge and expertise in some of the following ways: conducting research that reshapes and develops their field of expertise, altering political agendas or simply training the next generation of teachers to approach their craft from a new angle.

Doctor of Education (Ed.D.)

A doctorate of education (Ed.D.) is a terminal degree with a focus on applying research and foundational knowledge to real world organizational, leadership and educational issues. The Doctorate of Education program prepares students for academic, administrative, clinical, and professional or research positions in K-12 and higher education, civil service, private organizations or public institutions. Rather than focusing on developing new research (as with a Ph.D. program), students who pursue an Ed.D. use existing research to inform decisions around specific issues that lead to improved practices and teaching within their specific area of study.

Areas of Specialization

There are two areas of specialization recognized by the NMSU Graduate School. These are Bilingual/Multicultural Special Education and Autism Spectrum Disorders. However, the student can also choose to minor, including related areas such as Communication Disorders or Deaf Education. Students work closely with their advisor to plan a minor program of study if they choose.

Admission Deadline for both Ph.D. and Ed.D. - February 10

Prior to admission to the doctorate program in the Department of Special Education/Communication Disorders, students must complete the necessary documents as required by the NMSU Graduate School http://gradschool.nmsu.edu/. Students are highly encouraged to review the criteria for NMSU graduate school admission and complete all the necessary documentation prior to admission into the Special Education Doctorate Program. 6

Applications to the doctorate program in Special Education will be accepted at any given time, but in order to be considered for a graduate assistantship students must have all necessary materials by the review date stated above.

Graduate Assistantships

The NMSU Graduate School offers awards, assistantships and fellowships to qualified graduate students. All awards require faculty nominations. Continuing and newly admitted students can request either a faculty member or the department head to nominate them for the awards of the Graduate School. In selecting individuals for any assistantship or fellowship and in the administration of appointments, New Mexico State University will not discriminate on grounds of age, ancestry, color, disability, gender, national origin, race, religion, sexual orientation or veteran status. The University limits the number of years a student may be supported on funds from the state of New Mexico. Departments may place additional limitations on the years of support. The student must be admitted to the Graduate School before a request for an assistantship or fellowship will be considered by the department or the Graduate School. For detailed information, application process and deadlines please consult http://gradschool.nmsu.edu/gradschool/announcements.html.

A student should check Graduate Assistant Employment Guidelines of the Graduate School at http://gradschool.nmsu.edu/ga/index. Departments may place additional limitations on the years of support.

Graduate assistantships, including teaching and research, offered by New Mexico State University are awarded primarily by the students’ academic department or department head. Employment guidelines may be found at: http://gradschool.nmsu.edu/ga/index.htm. Students with assistantships must ensure that they are enrolled in, as well as successfully complete, 9 graded credits for full-time status. Graduate assistants should take no more than 15 course credits per semester. Students must also maintain a 3.0 grade-point-average. Courses taken for audit may count for the total course load, but may not be counted in the minimum graduate assistant course load requirement. If course deficiencies are identified, the student can register for 3 undergraduate credits and a minimum of 6 graded graduate credits during their first semester at NMSU to be eligible for a graduate assistantship. The duties of a graduate assistantship normally require about 20 hours per week (full-time, fall and spring) of student’s time. Typically, priority for graduate assistantships of 20 hours per week is given to full-time doctoral students and is subject to discretion of the academic department head. Furthermore, in order to continue to receive a graduate assistantship the student must be making satisfactory progress in their academic studies.

INTERNATIONAL STUDENTS

As per the NMSU Graduate School policy regarding international students and admission the following applies: 7

Full Admission Requirements:  TOEFL 79 IBT; 550 PBT  6.5 IELTS

English Proficiency

International students that wish to become teaching assistants must demonstrate that they are proficient in the English language. This is done by participating in an International Teaching Assistant Screenings (ITAS). The purpose of the ITAS exercise is to determine whether candidates will be required to take COMM 485 International Teaching Assistant Development before being allowed to be assigned a teaching assistant position.

The ITAS requires that a teaching assistant candidate deliver a short, ten minute teaching demonstration of a typical introductory undergraduate level course in a specific area relevant to the his or her area of studies. The demonstration is observed by CELP faculty and an actual undergraduate student.

Based on the results of this exercise, a full report by the CELP observers will be presented to the head of the department in which the graduate student wishes to be a teaching assistant.

COMM 485 not required COMM 485 recommended, but not required COMM 485 required *Ultimate authority to enforce the recommendation lies with the Department Head to ensure that all classes and tests have been successfully completed*

Enrollment

All international graduate students on F-1 or J-1 visas are required to comply with Department of Homeland Security regulations governing maintenance of status related to full-time enrollment and making normal progress toward completing a degree. Therefore, all international graduate students are required to enroll in 9 or more credits (exclusive of audited work) during fall and spring semesters. Of the 9 or more credits per semester at least 6 credits per semester must be in a traditional face-to-face format.

Application Process (Incomplete admission materials or materials received after the deadline will not be considered)

The Department of Special Education/Communication Disorders program is committed to fostering a graduate student body that reflects the diversity within special education as is reflected in a global community. We want to further develop a research community whose work will contribute to the advancement and betterment of students with exceptionalities 8 along with their parents and teachers. To identify such students capable of transforming and improving the field of special education, a number of criteria are used.

Minimum Requirements:

• Grade point average of at least 3.0 on a 4.0 scale • Official Graduate Records Exam scores

Additional Documentation as required by the Department of Special Education/Communication Disorders:

 Letter of Intent (professional goals, research interest)  Three letters of reference (from individuals that can evaluate your potential to complete doctoral studies)  Curriculum Vita (current)  Scholarly Writing Sample (10-15 scholarly paper following APA guidelines about a current issue in the field of Special Education)

Upon completion of the required paperwork the Special Education faculty will meet in order to review the potential doctorate student’s application. The Special Education faculty will then make a decision regarding the student‘s potential for doctoral studies (e.g., his/her research interest and ability to write and convey pedagogical knowledge in the field of Special Education).

Students will be notified of acceptance or rejection in writing regarding the decision made by the Special Education Faculty by March 1.

Three potential outcomes are possible: (1) admittance for study into the doctoral program, (2) denial of admittance and (3) provisional admittance with additional information required by the Special Education Faculty.

Advisor In order to be admitted into the doctorate program a faculty member in Special Education must agree to serve as mentor to the prospective student. This mentoring relationship is crucial to the success of the student’s program of study and as such can be considered temporary, but may continue by mutual agreement. Prior to the first registration each student needs to make an appointment with the faculty member in order to establish a potential program of study for the doctorate degree. Changing advisors is rare and will only be granted under extreme circumstances. The process for change of advisor requires that students establish agreement with the new potential advisor, complete the appropriate Graduate School forms, and obtain all appropriate signatures prior to submitting the forms to the Graduate School. The selection of the advisor who will serve as dissertation chair must be by mutual consent between the 9 student and the faculty member. The consenting faculty advisor must hold current graduate faculty status within the NMSU graduate school. The formal letter of admittance by the Department of Special Education will contain the name of faculty member who has agreed to serve as advisor and mentor to the doctoral student.

Emeritus faculty, adjunct faculty, and/or consultants cannot serve as advisors to doctoral students. Other forms of doctoral committee service by emeritus and/or adjunct faculty are subject to the discretion of Special Education Faculty in conjunction with the Academic Department Head.

CD Faculty Participation

The Department of SPED/CD offers a doctoral degree that will culminate in the doctoral student receiving expertise in the area of Special Education. Faculty in the Communication Disorders program of the SPED/CD Department see their role in the doctoral program as multifaceted. The CD faculty can contribute at several levels. The CD faculty can fully participate by providing individual feedback and as part of the Doctoral Program Admissions Committee in review of the doctoral application.

The CD faculty can also serve as a member of the Doctoral Intake Examination or Qualifying Examination Committee. The role that CD faculty take in the actual doctoral committee can be determined by the expertise they can offer to the doctoral student. It is recommended that CD untenured faculty serve as only co-chairs and not as stand-alone chairs, or they must consult with their component lead and the department head. The CD faculty may serve as a member of the doctoral committee when they are able to offer their expertise to the student in concert with the student’s interests. CD faculty are free to decline participation in a doctoral committee should they feel that they do not have such expertise.

Qualifying Examination

As per the policy as set forth by the NMSU graduate school all Doctoral students regardless of Ph.D. or Ed.D., must pass a qualifying examination.

This examination is scheduled by the student's advisor and is administered by the major department. Its purpose is to determine the areas in which the student shows strength or weakness, as well as the ability to assimilate subject matter presented at the graduate level. This initial examination can occur during the first semester of doctoral studies, however the recommendation is that the exam takes place within the first year of study in order for the student to develop and form a doctoral committee and program of study.

The qualifying exam is scheduled for 2 hours which consist of a presentation (20 slides), a question/answer session, and the possible development of a preliminary program of study. The 10 four graduate faculty member of this committee are usually selected in conjunction with the student and the advisor of record, or may be chosen at the discretion of the academic department head.

This presentation must be on an issue of research that is concise, research based, and explores a research interest to the student in the area of Special Education only. A review of the literature that supports this interest is to be included, but is not part of the 20 slides. Following the presentation a question and answer session will commence between the student and four graduate faculty members.

Three outcomes are possible from this qualifying exam: (1) proceed to further studies within the department, (2) discontinuation of further studies within the department, and (3) re- evaluation of the intake/qualifying exam after one semester of which the outcome may or not support item 1 or 2. The advisor of record is responsible for the organization of the exam and will inform the graduate school of the outcomes as per the NMSU Graduate School Policy.

Upon passing the qualifying examination, the student will be admitted to the doctoral program. The student and the advisor will work jointly with the doctoral committee to prepare the student's preliminary graduate program of study for the doctorate. This program shall be filed with the NMSU Graduate School as per the policy.

The scheduling of the qualifying examination is based solely on the following criteria:

(a) for students who enter the Graduate School with little or no previous graduate experience but wish to proceed directly to the doctorate, the qualifying examination should be taken after 12 credits of graduate work; (b) for students who enter with a master's degree or equivalent from another university, or another department, the qualifying examination should be taken before the completion of one semester of graduate work.

The Department of Special Education/Communication Disorders may allow the master's final examination to serve as the doctoral intake/qualifying examination or may require a separate examination for students who earn their master's degree at New Mexico State University, and will continue in the same department. Students are encouraged to talk with Department Head or the advisor of record regarding this option.

Graduate Faculty All courses on the program of study must be taught by members of the graduate faculty as per the NMSU graduate school policy. This includes courses taken outside of the student’s department. Membership on the University faculty does not automatically constitute membership in the NMSU graduate faculty. A faculty member’s graduate status can be ascertained by going to the NMSU graduate school for a complete listing. http://gradschool.nmsu.edu/graduate-faculty/ 11

Grade Requirements In order to receive a Doctorate degree in Special Education here at New Mexico State University, the doctorate student must earn a grade point average of 3.0 on all courses in the student's program of study.

Comprehensive Exam The comprehensive examination is a test that covers a broad base of material (thereby, "comprehensive"). Its purpose is to assess the student's knowledge and capacities to earn a doctorate degree. The exact content of the comprehensive exam given within the Special Education doctorate program varies as it is highly dependent on the student’s program of study and the expectations set forth by the advisor of record, the student, and the student’s doctoral committee. The comprehensive exam serves as the gateway to the dissertation. It is after passing the comprehensive exam that a student can use the title “doctoral candidate”, which is a label for students who have entered the dissertation phase of doctoral work, the final hurdle to the doctorate degree.

Special Education Doctoral Comprehensive Exam consists of two components:

 Portfolio review and scoring by committee members (see your advisor for additional information)  Oral comprehensive exam Students will need to submit a portfolio of the selected materials listed below and save them in electronic format and submit to the advisor of record and the student’s committee members via a web page or other on-line platforms during the last semester of course work or after all courses has been completed. During the last semester of course work after all courses have been completed, doctoral students will be required to submit a portfolio of selected materials (see list below). The materials should be available in electronic format and submitted via webpage or other online platform to the student’s advisor of record and doctoral committee members. This portfolio should be an on-going process throughout the student’s program of study and as such will be reviewed annually by the advisor of record. The advisor of record or the student will notify committee members via email as to the date for the portfolio submission and the criteria for scoring the materials.

Required Materials: Students must complete each of the following at least once during the program of study:

• Create a professional personal statement (typically 2 to 3 pages) covering, at a minimum, the student’s research focus area(s), and the student’s reflection regarding their professional growth while in the doctoral program  Assist with teaching and development of a university course (face-to-face or online)  Teach and develop a university course (face-to-face or online) 12

 Collect student evaluations from a course of which the student is the primary instructor of record  Obtain a peer review from a member of the student’s doctoral committee or the advisor of record with regards to the teaching criteria  Write and submit a publishable scholarly paper to a peer-reviewed journal (first or second author preferred)  Develop a scholarly presentation and present it at a professional conference (first or second author preferred)  Develop a professional curriculum vita

Additional Activities: Students must complete three of the following and include the materials in the portfolio:

 Implement a research study before your dissertation

 Publish a position paper, book review, or other non-refereed writing in a professional journal  Complete an internship or externship relevant to the program of study  Conduct a community or school-based project relevant to the program of study  Provide examples of student’s work that reflects the learning outcomes of the course(s) that you have taught  Plan and deliver a workshop for practicing professionals  Write a literature review and critique  Develop and present at a professional conference (e.g. poster, roundtable, podium, Pecha Kucha, interactive paper, etc.)  Complete editorial work on journals  Join a professional organization  Provide service through committee work  Participate in other service related activities that pertain to your research focus and to the field of Special Education (to be approved by the advisor of record)

PORTFOLIO REVIEW When all portfolio activities have been completed and the student is ready to submit work for review, provide the link to the online portfolio to each member of the doctoral committee, including your advisor. Individual committee members will score the materials according to the rubric and will submit their completed rubrics to the advisor of record. The advisor will review the rubrics and take into consideration the comments/scores on the rubric and determine whether you have passed the portfolio review or if revisions are deemed necessary.

Oral Comprehensive Exam Once the student has passed the portfolio review the student can schedule the oral comprehensive exam in which the student will orally discuss their doctoral program portfolio to the student’s doctoral committee. The oral examination form must be on file at the NMSU 13

Graduate School at least ten working days prior to the proposed date for the examination. The advisor of record or the student will schedule the oral comprehensive exam via email with committee members. The results of the oral examination will be reported to the NMSU Graduate School.

The NMSU Graduate School policy proposes that any applicant for candidacy who fails the comprehensive examination may, upon recommendation of the committee and approval of the graduate dean, (1) be granted a second examination after a lapse of at least one semester or (2) be terminated from the doctoral program. The student must be duly registered for 3 credits of graduate course work in the Graduate School during the semester in which the comprehensive examination is taken. A student taking an oral examination during the summer must enroll for at least one credit for that term.

Time Period All program requirements and the dissertation must be completed within the allocated time period as per the NMSU Graduate School Policy. Students are encouraged to review the policy as set forth by the graduate school as this helps the student plan accordingly. The dissertation should be completed and defended within five years after the candidate has successfully passed the comprehensive examination as per the NMSU Graduate School policy. Time spent on program components can vary considerably, but a general timeline is provided here to help students plan for major milestones and timely completion. While personal circumstances may alter the typical timeline, students are expected to speak with their advisor or the department head as soon as possible if they anticipate any delays in their program.

DISSERTATION AND PROSPECTUS AND DEFENSE A dissertation prospectus is a written proposal consisting of research question(s), hypothesis, or a statement of a critical problem, supportive literature review, and methodology for answering the question or studying the problem. The doctoral committee must receive this proposal at least two weeks before the scheduled oral presentation and defense.

The prospectus defense is an oral defense of the written document, and it is a meeting where the student and members of the committee agree to the purpose and methods of the proposed study. Feedback should be formative and forward looking, focusing on both conceptual and methodological issues. Faculty should determine whether the student is ready to proceed and what revisions are required. The approved prospectus serves as a formal agreement between the student and faculty, covering what the student is expected to do and what the faculty committee has agreed to as the plan. The student’s doctoral committee must approve the prospectus before a student can move forward in the writing of the dissertation.

If the proposed study involves human subjects, the student must obtain the approval of NMSU Institutional Review Board (IRB) before the research can begin. Procedures for this process are available on the web at http://compliance.research.nmsu.edu/IRB. This often includes secondary data analysis. In some instances an exception is granted from the IRB but the 14 student must fill out the correct forms requesting an exemption. It is imperative that IRB approval is obtained for ethical purposes, and it is also necessary to include this information on the dissertation defense form.

Dissertation Approval and Defense Students must register for a minimum of 18 hours of dissertation hours. The number of hours enrolled will depend upon the amount of work required to complete their respected research.

When the advisor of record is satisfied with the completed dissertation, s/he will certify that it has his/her approval and is ready to be read by the committee. The advisor of record will then have the student distribute copies of the dissertation to the remaining members of the advisory committee, schedule a final oral defense, and ask the Special Education Office to notify the Dean of the NMSU Graduate School. All necessary paperwork must be filed with the NMSU Graduate School prior to the defense of the dissertation.

The committee members will have two weeks to read and evaluate the completed dissertation. The defense of the dissertation will be chaired by the student’s major professor. Three of the members of the advisory committee must approve the student’s dissertation and defense and must certify their approval in writing.

The Graduate School Dissertation Guidelines are on their website at: http://gradschool.nmsu.edu/mb/TDG.pdf. Students should check with the Graduate School during the semester the dissertation is written to assure that the most recent guidebook is being use. Dissertations are approved by the Graduate School on the basis of guidelines listed in this manual. The Graduate School offers a “pre-check” service in order to ensure your dissertation will be approved prior to submission.

FIRST YEAR OF STUDY

Graduate Program of Study

The student must complete a Program of Study that outlines the student’s proposed doctoral course work and is usually completed after 12 graduate credit hours. The program of study must be approved and signed by the student’s advisor, the student’s doctoral committee, academic department head, and the Dean of the NMSU Graduate School. Students are responsible for developing with their advisor a substantive course of study that is consistent with the requirements as set forth by the NMSU Graduate School and the designated program of study in the Department of Special Education/Communication Disorders. To avoid any misunderstanding students are encouraged to submit a formal Degree Plan as early in their program as possible.

Course Requirements 15

60 credits hours (42 credits hours in coursework and 18 hours of dissertation research hours) is the minimum credit hours required for either a Ph.D. or Ed.D. The required course work is planned with the student’s committee members who take into account the student’s research interest, research design, availability of course work and independent research study(s) which occur under the direction of the advisor of record and/or a faculty member. Additional course work is contingent and may be recommended by the Doctoral Qualifying Committee, the advisor of record and the student.

Prerequisites: An MA in Special Education, or related field in Education. A minimum of 3 years (prior or concurrent) of direct and/or related teaching experience is essential or experience(s) in an educational occupational field. Good academic standing with the NMSU Graduate School. Documentation of written and oral communication skills in the English language is a necessary component.

*Prerequisites may vary according to Focus Area; Faculty Recommendation; and student need*

Doctorate of Philosophy in Special Education:

The course criteria are to include the following elements:

Research Sequence (12+ credit hours)

The student must complete a 9 credit hour (minimum) research sequence in quantitative research design and/or statistics that is determined by the doctoral student in consultation with the advisor/chair of dissertation committee. Careful planning of the research sequence is critical as many of the courses are offered only at certain times of the academic year (fall & spring).

A sampling of some of the coursework offered to complete this criterion is listed below: *This is a sample of courses and is by no means exhaustive of the courses offered at NMSU*

CEP 511: Edumetrics CEP 532: Counseling research CEP 636: Advanced educational measurement & statistics CEP 637: Multivariate research procedures & analyses EDUC 606: In-depth interviewing: A qualitative research method EDLT 607: Current research in learning & technology RDG 630: Ethnography of reading & writing EDUC 615: Application of computer tools for research ANTH 505L: Issues in anthropological practice ANTH 520: Ethnographic field methods ENGL 601: Ethnography of communication HIST 544: Oral & community history SOC 551: Issues in advanced quantitative analysis ESTAT 503: SAS ESTAT 505: Inference I 16

Dissertation Hours (18+ credit hours) A student may not register for dissertation credits (700) prior to successful completion of the qualifying exam. The dissertation preparation shall total at least 18 credits of courses numbered 700. The doctoral committee can impose additional requirements for courses numbered 700.

Required Coursework for All (12 credit hours) Sped 613: Research in Special Education Sped 606/607: High Incidence or Low Incidence Disabilities Sped 623: Advanced Curriculum in Special Education Sped 610 Current Issues in Special Education

Direct Courses & Research Hours (18+ credit hours) This sequence is based solely on the research interest of the student, the area of study, and expertise of the faculty. Students, along with the advisor of record and committee members carefully select a course of study that meets the needs of the students specific area of interest which may include courses throughout the NMSU academic graduate programs.

Doctorate of Education in Special Education

The course criterion includes the following elements:

Research Sequence (9+ credit hours)

The student must complete a 9 credit hour (minimum) research sequence that is determined by the doctoral student in consultation with the advisor/chair of dissertation committee and doctoral committee members. One course (3 credit hours) must be statistical based. Careful planning of the research sequence is critical as many of the courses are offered only at certain times of the academic year (fall & spring).

Dissertation Hours (18+ credit hours)

A student may not register for dissertation credits (700) prior to successful completion of the qualifying exam. The dissertation preparation shall total at least 18 credits of courses numbered 700. The doctoral committee can impose additional requirements for courses numbered 700.

Required Coursework for All (12 credit hours) Sped 500: Intro to Special Education Sped 506/507 High Incidence or Low Incidence Disabilities Sped 523: Advanced Curriculum in Special Education Sped 510/610 Current Issues in Special Education

Direct Courses & Research Hours (18+ credit hours) This sequence is based solely on the research interest of the student, the area of study, and expertise of the faculty. Students, along with the advisor of record and committee members carefully select a course of study that meets the needs of the student’s specific area of interest which may include courses 17 throughout the NMSU academic graduate programs.

Final Examination As per the NMSU Graduate School Policy every student working toward the doctoral degree will submit a dissertation embodying the results of original research. The dissertation is expected to demonstrate the student's ability in independent investigation and to be a contribution to human knowledge. The dissertation shall display a mastery of the literature of the subject field and present an organized, coherent development of ideas with a clear exposition of results, and provide a critical discussion of the limits and validity of the student's conclusions. When a complete draft of the dissertation has been prepared, the student's doctoral committee (appointed after the qualifying examination) will conduct the final examination. The final examination is concerned primarily with the research work of the student as embodied in the dissertation, but it may be much broader and extend over the candidate's entire field of study. The intention of the final examination is to verify that the candidate has a satisfactory grasp of the major subject as a whole and has a general acquaintance with the fields of knowledge represented by the course of study. The final examination is entirely oral and is open to the public.

The final examination must be completed in accordance with the schedule provided in the academic calendar. The form requesting this examination is to be submitted by the department to University Admissions ten working days before the examination is taken. This form may be found on the Web at http://gradschool.nmsu.edu/forms-index.html and is also available from the Graduate School and departmental offices. The student must ensure that each member of the examining committee receives a copy of the dissertation no later than seven working days before the date of the final examination. Any candidate who fails the final oral examination may (a) upon recommendation of the committee and approval of the graduate dean be granted a second examination after a lapse of at least one semester; or (b) be terminated from the doctoral program. Failure in the second examination disqualifies the candidate from obtaining the degree. 18

Special Education Faculty

Dr. Randa Keeley Assistant Professor

Research and teaching interests include different aspects of inclusion, such as, classroom interventions that promote an inclusive learning environment for students with exceptionalities: these practices include areas of multicultural and gender perspectives and the application of quantitative measures to analyze inclusion. Other interests include high incidence disability, secondary special education, literacy instruction and interventions, and co- teaching interventions as they to the teacher and student.

Dr. Loana Mason College Assistant Professor

Research interests include attitudes about blindness and visual impairment, quality education for learners who have visual impairments and other significant disabilities, the Expanded Core Curriculum for Children and Youth with Visual Impairments, and literacy (especially for those considered non-readers).

Dr. Karen Potter Assistant Professor

Primary research interests include disability studies in education (how the multiple aspects of disability studies affect classroom experiences), teacher preparation to support inclusive practices, and literacy for students with complex support needs. Other interests include classroom assessment, intellectual and multiple disabilities, and multiple components of inclusive practice.

Dr. Sathiyaprakash Ramdoss Assistant Professor

Research concentrations include assistive technology as a tool to support individuals with intellectual and developmental disabilities, more specifically, augmentative and alternative communication (AAC); the use of technology to aid individuals diagnosed with autism and other developmental disabilities; and the application of modern day technology for rehabilitation. Other interests include Autism and developmental disabilities; natural and synthetic speech perception and preference; research aimed at promoting social inclusion and self- determination through early intervention and assistive technology. 19

Dr. Loretta Salas Associate Professor

Research interests include the study of multicultural/diversity issues in the field of special education. Other interests include the study of bilingual special education, teacher preparation in early childhood general and special education, qualitative research and family involvement along the U.S. Mexico Border.

Dr. Breanna Sherrow Assistant Professor

Research interests include reading and writing instruction and interventions for students with learning disabilities and emotional behavioral disorders. Other interests include pre-service special educators’ self-efficacy beliefs about teaching students with high incidence disabilities.

Communication Disorders Faculty

Dr. Moumita Choudhury College Assistant Professor

Research interest areas include neurodiagnostic audiology and aural rehabilitation.

Dr. Heike Lehnert-LeHouillier Assistant Professor

Research interests include the production and perception of spoken language with a particular focus on speech prosody, voice disorders related to Parkinson’s disease, and the communicative needs of individuals with Autism Spectrum Disorders.

Dr. Srikanta Mishra Assistant Professor

Research interest areas include medial efferent mechanisms in auditory processing disorders.

Dr.Bijoyaa Mohapatra Assistant Professor

Research interest includes psychophysiological measurement of cognitive behavior, biofeedback training, and complementary-alternative practices in aphasia rehabilitation.

Dr. Amelia Medina Rau Assistant Professor 20

Research interests include clinical education of bilingual practicioners and interventions for communication disorders in bilingual children.

Dr. Deborah Rhein Associate Professor

Research is in the assessment of language differences versus language disorders and in the linguistic relationship to literacy development in students.

Dr. Alfred Valdez Associate Professor

Research areas include methodology/statistics and applying cognitive science to educational technology.