C & I Doctoral Program Overview

C & I DOCTORAL PROGRAM OVERVIEW

SOME QUESTIONS AND ANSWERS

Is the Ed.D. in Curriculum and Instruction for me?

The Ed.D. Program in Curriculum and Instruction (C & I) has been designed to prepare graduates for professional participation, not as abstract philosophers or clinical researchers. Graduates of this program work in public and private schools, government agencies, community colleges, universities, and other agencies. If you are interested in advanced study in the areas of curriculum and teaching, the Ed.D. Program in Curriculum and Instruction may be a good program for you. This degree does NOT lead toward any certification or endorsement nor is any part of it intended to do so. If you are interested in certification as a school administrator, the doctoral program in Educational Leadership is the degree to seek. The Ed.D. in Curriculum and Instruction is intended to prepare educators with the knowledge, attitudes, and skills which will enable them to initiate, support, and sustain curriculum and instruction efforts.

What are the assumptions upon which this program rests?

The theoretical foundation of any educational practice must be understood by educators in order to develop fully the ability to evaluate their practice, confront the contradictions, and transform their classrooms into democratic environments where they can genuinely address the actual needs of their students - needs that result from an engagement with the real world (p.75), Darder, A. (1991). Culture & Power in the Classroom. NY: Bergin & Garvey

The following assumptions address the roles for which graduates are being prepared and are the underpinnings of the program of studies:

1. Educators are participants in the change process, not just reactors to change. 2. Effective school change encompasses all aspects of teaching and learning. 3. Knowledge of, use of, and participation in research are vital. 4. Multi-ethnic/multi-cultural knowledge and perspectives are prerequisites for leadership in schooling. 5. Critical reflection contributes to improved practice and to refinement of knowledge. 6. Contexts of schooling and reform (national and international) provide fundamental insights to guide change. 7. That schools, schooling, learning, and teaching are interdependent is central to the study of curriculum, instruction, and school reform.

Are there other doctoral programs in CEE?

Yes. There are three doctoral programs in the Center for Excellence in Education (CEE). At present, we offer doctoral level training in Curriculum & Instruction, Educational Psychology, and Educational Leadership. The Ed.D. in Educational Psychology prepares professionals for careers as counselors, school psychologists, university faculty members, researchers, and other roles. The Ed.D. in Educational Leadership prepares professionals for administrative careers in schools and educational agencies. Although the three doctoral programs have similarities, all three have unique admissions criteria and program requirements. For more information on the Ed.D. Program in Educational Psychology call (520) 523-7103, or Educational Leadership (520) 523-5098 at the Center for Excellence in Education.

What is the best way to decide if I should apply to the C & I doctoral program?

The C & I faculty are most interested in admitting students who are committed to the program, who have definite plans to finish the program, and whose career goals are addressed by the program's content and approach to study. Completion of any doctoral program is difficult and requires a high level of task commitment. It is important for applicants to give this matter considerable thought. It is recommended that prospective applicants meet with the Chair of the C & I Doctoral Program. It may also be recommend that you speak with one or more members of the

1 C & I faculty and/or students in the C & I doctoral program. Detailed information about the admissions process follows.

How long do I have to complete the doctoral program?

You will have eight years from the time of program admission. This time period includes the time to complete all course work, complete comprehensive exams, and successfully defend your dissertation.

THE ADMISSIONS PROCESS

How can I get admitted to the C & I doctoral program?

There are three steps involved in the admissions process.

Step #1. All applicants to the C & I doctoral program must also apply for graduate admission at NAU. This requires filing an application for graduate study and providing one copy of official transcripts of all previous undergraduate and graduate course work. The application form may be obtained from Graduate Admissions, NAU Box 4125, Flagstaff, AZ 86011-4125, or from the Graduate College web site: http://www.nau.edu/gradcol/apply.html,or by calling the Graduate Admissions Office at 520-523-4348. Return the completed application to the same address. The entire application process will take approximately eight weeks following the application deadline. (Please note: Admission to the NAU Graduate School does not constitute admission to the C & I doctoral program.)

Step #2. Recommendations: Submit the names, position titles, addresses, phone numbers and fax numbers of six individuals who are familiar with your professional work. Make every attempt to include names from varying areas such as current and former workplaces and other professionals such as college instructors. We will contact your references and provide them with the necessary forms to be completed (see Appendix A). The list of references and confidentiality waiver form (see Appendix B) is due by August 1 for the Fall application period, and by January 3 for the Spring application period. Do not have your references send materials until our office has sent them the necessary forms.

Step #3. Submit your C & I Doctoral Admissions Portfolio. The portfolio requires six components: a vita, a goal statement, a professional writing sample, GRE or MAT test results, recommendations, and transcripts. Each component is described in detail below.

Component A: The Vita

Submit a complete professional vita. The contents of the vita must include the following information: a. Name, home address and phone, business address, phone, and e-mail address b. Social security number c. Present occupation and employer (with name, address, and phone) d. List of all certificates, endorsements, and licenses held e. Academic history (including high school, undergraduate, and graduate programs with institutions, date completed, degrees earned and major/minor fields of study) f. Teaching/work experience (including all positions held by year, location, and name of supervisor) g. Experience in culturally diverse settings h. Professional and community activities (membership and leadership roles or responsibilities in civic, professional, and service organizations or clubs; any professional presentations you have made) i. Significant professional growth or in-service activities engaged in j. Professional honors or awards k. Publications (articles, books, other published materials)

Component B: The Goal Statement

2 Prepare a brief (one or two page) statement describing your short-term and long-term professional goals and how obtaining the doctoral degree in C & I will assist you in meeting your goals. Be specific in explaining the connection between your goals and the preparation offered in the C & I program.

Component C: The Professional Writing Sample

Submit a copy of a recent (within the last five years) report, term paper, or other professional education document you have individually authored. If no such materials are available, prepare a 5-10 page professional paper on a topic of interest to you. If you are submitting a paper written for a graduate course that you've already taken, please submit a clean copy and not one that has instructor grades or comments on it.

Component D: Test Results

Provide scores from either the Graduate Record Exam (GRE) general tests (verbal and quantitative) or the Miller Analogies Test (MAT). These scores must be official and sent to NAU by the testing firm. The test must have been taken within five years of application to the program. If you have not taken either of these tests, you may contact the NAU Counseling and Testing Center at 520-523-2261 for information regarding dates these tests will be administered and application procedures. It is not necessary, however, that you take these tests at NAU. They are commonly offered at many colleges and universities around the world. There is no minimum score required on these measures but it is important that you do your best. Data from these tests will be considered in relation to your complete portfolio and may be used in program planning. Study guides for these tests are available at most university bookstores and these may be useful in your preparation.

Students from non-English speaking countries must have a TOEFL score sent by the testing firm to the Northern Arizona University Graduate College, NAU Box 4125, Flagstaff, AZ 86011-4125. Do not send the TOEFL to CEE.

Component E: Recommendations

Six letters are required. You must send us the names and addresses of the persons who will write references for you by the deadlines given above (August 1 for Fall consideration, January 3 for Spring). We will send out directions for completing references to those people and collect the completed references when they are mailed to our office. We will then add the completed references to your portfolio.

Component F: Transcripts

You will need to have both undergraduate and graduate transcripts in your portfolio. We will request the transcripts you sent to the NAU Graduate Admissions Office to include in your file.

Assembling the Portfolio Since many people will be reviewing your portfolio, it is recommended that portfolio materials be arranged in a sturdy three-ring notebook. We will insert the materials we request from your references, your test results, and the Graduate College. Applicant portfolios must be submitted to the C & I Admissions Office, CEE, Northern Arizona University, Box 5774, Flagstaff, Arizona, 86011 by February 15 to be considered for admissions in the Fall, and by September 15 to be considered for admission in the Spring term.

Step #4. The C & I Doctoral Admissions Committee will review and evaluate all portfolios and recommend the most competitive applicants for acceptance (see Appendix C: Doctoral Admission Rating Form). The C & I Admissions Committee will carefully review and evaluate each applicant’s portfolio. All applicants will be notified of their status no later than May 1 (for Fall admission) or December 1 (for Spring Admission). Generally about half the students who apply for admission during each screening period are accepted into the program.

C & I Doctoral Program Admissions Checklist

3 _____ Application for admission to the Graduate College

References: Confidentiality Waiver Form due January 3 or August 1 (See Appendix A) Names of Six References due January 3 or August 1

Portfolio: Vita Goal Statement Professional Writing Sample GRE or MAT (TOEFL, if required) Transcripts (supplied to us by the Graduate College) Mail Portfolio by February 15 or September 15 to: C & I Doctoral Admissions Office Center for Excellence in Education P.O. Box 5774 Flagstaff, AZ 86011-5774

4 PROGRAM REQUIREMENTS

What are the general program requirements for the Ed.D. degree in Curriculum and Instruction?

There are four major areas of coursework within this doctoral program. The Foundations Area includes classes in philosophy, psychology, and sociocultural issues. The Curriculum and Instruction Area includes classes in educational research, theories of teaching and learning, and new developments in curriculum and instruction. The Focus Studies Area includes courses in a specialized area of education that is of interest to the student. This Focus Studies Area also includes the dissertation hours. The Graduate Coursework Core includes classes in or outside of education that support the overall program. Work in this area and others may include hours from a student's masters degree or other post-baccalaureate courses.

How many hours of coursework must I have to complete the program?

The Ed.D. in Curriculum and Instruction is a minimum of 90 semester hours beyond a bachelors which may include masters degree and other graduate hours already completed. The majority of students are required to take about 60 semester hours of doctoral coursework in addition to the master's degree and other graduate coursework taken. The following table shows estimated time requirements for different approaches to coursework.

Full Acad. Yr. + Summer Part Acad. Yr. + Summer Summer Only 9 hrs. during acad. year 3 hrs. acad. year 12 hrs. each summer 12 hrs. during summer 12 hrs. during summer two years for completion of coursework3 1/2 years required for five years for completion completion of coursework of coursework

It is possible to complete the program more quickly depending upon the total number of hours taken each term and the graduate classes completed within a student's masters degree or specialist degrees.

Course completion is only one of three components for completion of the degree. Comprehensive exams take place the last semester you are enrolled in courses or in the semester following completion of all coursework. You should plan on one full semester, or about four months time, to complete the writing of exams and the oral defense that concludes them. Once comprehensive exams are completed work on the dissertation can begin. Dissertation research, writing, and defense are time intensive. The time needed to complete the dissertation process will vary with the type of study you choose to complete, but you should plan on a minimum of one year's time to complete this component of your program.

YOUR PROGRAM ADVISOR

What is a Program Advisor?

The program advisor is the faculty member who is assigned to students once they are admitted to the C & I Doctoral Program. All newly admitted students will be assigned the same initial Program Advisor, the Coordinator of the Curriculum and Instruction Doctoral Program. You must meet with the Program Coordinator before your first semester of courses in the program. The Coordinator will assist each new student in the development of an initial program of study. The Coordinator will also help you choose the faculty member who will become your program/dissertation chair once initial advising has been completed.

How and when is the permanent program/dissertation committee selected?

The Coordinator (initial program advisor) will encourage each new advisee to begin formulating a program/dissertation committee as soon as the student is able to identify those faculty who can offer the best guidance in the advisee’s areas of interest and focus of study. The process should begin with the selection of a program/dissertation chair qualified to serve in this capacity. This permanent program chair should be selected within your first year of doctoral study. The program/dissertation chair will then assist the student in the selection of committee members. This committee should be selected no later than one year following admission to the program.

5 Committees include four members. The chair of your committee must be a faculty member in either the department of Instructional Leadership or Educational Specialties. This faculty member must already have chaired or co-chaired a dissertation to completion in order to be eligible to serve as a committee chair. In addition to your dissertation chair your committee is composed of one other faculty member within Instructional Leadership or Educational Specialties, one faculty member from within the Center of Excellence in Education, and one faculty member from outside the Center. All members of the committee must have expertise either in an area of study that the student is working within or expertise in the methodology that will be used to guide the dissertation process.

This committee will assist the student in preparing for the comprehensive examination and formulating a dissertation study. The program/dissertation committee shall remain intact throughout the student’s doctoral program unless faculty and the student deliberately request changes. A memo from the program/dissertation chair to the C&I Doctoral Coordinator is required to make committee member changes.

May I change the Initial Program Advisor or the Chair of my program/dissertation committee?

It is permissible for students to change advisors/chairs at certain times within their programs. This must be done only after careful deliberation. A form for making this change is available in the C & I Doctoral Program Office. A doctoral committee may not be changed during the comprehensive exam period or during the writing of a dissertation.

PROGRAM OF STUDIES

What is the C & I Doctoral Program of Studies?

The program of studies follows on pages 8-9. Another copy of this program appears in Appendix D. A final Program of Studies will be developed for each student by the student and the Initial Program Advisor. This should be accomplished within the semester after admission to the program. It must be signed by the Program Advisor, the Program Coordinator, and reviewed and approved by the Chair of Instructional Leadership (hereafter referred to as Curriculum and Instruction). The plan will be filed with the CEE C&I Doctoral Program office and the Graduate College

How is the overall program of studies organized?

The program of studies is organized into four areas: A. Educational Foundations (15 hours minimum) B. Curriculum and Instruction (21 hours minimum) C. Focus Studies (27 hours minimum) D. Graduate Coursework Core (27 hours minimum)

Within each of these areas, students will be guided to select courses that develop the following elements: • Theoretical and philosophical foundations (how are current dialogues informed by past perspectives?); • Research methodology (how is knowledge generated?); • New developments (what are recent significant advances?); and • Praxis (how do professional practices contribute to and advance educational theory?).

Using the following form, the student and Initial Program Advisor sign a program of studies insuring that the requirements in each area will be met. Minimum requirements include a total of 90 hours beyond a bachelor's degree. All programs of study must be judged as appropriate in relation to the student's overall program and career goals. Final approval of these plans rests with the Chair of Curriculum and Instruction.

What is the Focus Studies component?

6 The focus study is the component of your program plan that helps you tailor your studies to your academic and career goals. Two elements of your focus study are essential to the completion of your degree. These elements are:

1. A minimum of 18 hours of coursework that allows you to investigate current thought in a specialized area related to applied curriculum and instruction. The advantage of this portion of the program of study is that it can be tailored to each student’s interests and career goals. These hours include those courses that will lead to the development of your dissertation.

2. Your dissertation (9 hours). See the section on Dissertation later in this manual for further information on this requirement.

Focus study courses must include three strands: 1) current theory and ideas; 2) relevant research methodology; and 3) foundational structure. These three strands must all be related to the focus area as it applies to curriculum and instruction. A student might study change and innovation as it relates to staff development in K-12 settings, for example; or a student might take coursework that inquires into the application of curriculum development and instruction for multi-cultural/multi-ethnic secondary students. In another direction, a student could pursue as a focus study in a particular discipline such as Applied Linguistics or a particular emphasis such as gifted education or higher education. In any event, the Focus Study Area selected would be expected to be consistent with each student’s area of interest and related to her/his dissertation topic. For this reason, most of the hours used in the Focus Study Area should be taken after admission to the C&I Doctoral Program.

Students and their advisors are encouraged to develop focus study plans that include available coursework at NAU or elsewhere as well as independent studies, selected topics, and directed readings. Several specific focus study programs have been developed in areas such as English and BME. These developed focus study plans are outlined in Appendix E. Advisors and students should work closely with the identified contact person listed in that appendix. The contact person is more likely to offer quality advice about course availability and course substitutions where appropriate than an advisor who does not work within that program.

What are the specific requirements in each of the four areas?

The purpose of each section within the program of studies outlined below. Complete program planning sheets are included in Appendix D. (Please note, some courses in these lists may have prerequisite requirements.)

A. EDUCATIONAL FOUNDATIONS (15 semester hours minimum)

The goal of this group of courses is to engage students in dialogue about philosophy, values, teaching and learning, history of reform, and sociocultural issues for the purpose of understanding contexts that support reform. (* = required courses; nd =new developments)

*ECI 710 Contexts of Schooling (3) *ECI 730 Paradigms for Research (3) *ECI 740 Praxis Seminar (3)

Select two courses from the six below; one course must focus on new developments

EDF 703 Sociological Foundations of Education (3) EDF 711 Philosophical Foundations of Education (3) EPS 712 Psychological Foundations of Education (3)

EDF 672 Comparative Education (3) ECI 751 Contexts of Educational Technology (3) Or others to be added as developed

B. CURRICULUM AND INSTRUCTION (21 semester hours minimum)

7 The goal of this set of courses is to engage students in an investigation of the interrelationships between curriculum and instruction by examining process, design, evaluation, models, contexts, and emerging issues for the purpose of planning meaningful and effective change. This includes a service partnership or internship. (*= required courses).

*ECI 761 Advanced Seminar in Curriculum Problems (3) *EPS 720 Seminar in Learning (3) *ECI 796 Service Partnership/Internship (3)

Select two courses in advanced studies in research design (EDR) & analysis (EPS); at least one course must be taken in design and at least one in analysis. Design EDR 720 Research Design (3) (under review) EDR 725 Qualitative Research (3) (under review) EDR 730 Evaluation Research (3) (under review)

Analysis EPS 625 Intermediate Statistics (3) EPS 725 Multivariate Statistics (3)

Select a minimum of two courses in new developments. It is highly recommended that one of these courses be outside your primary focus.

ECI 649 Problems in Elementary School Curriculum (3) ECI 666 Problems in Secondary School Curriculum (3) ECI 696 Professional Problems of Teachers (3) ECI 771 Higher Education Curriculum & Instruction (3) *ECI 798 Dissertation Seminar (3)

C. FOCUS STUDIES (27 semester hours minimum)

The goal of the focus studies area is to engage students in the examination of current discipline-specific issues in theory, research, and practice. Dissertation work is most likely to be pursued in this area. This can be tailored to each student's career goals. (*= required courses).

*ECI 799 Dissertation - (9 hours)

Programs for Focus Studies are developed to fulfill program requirements for specific study in three areas: theoretical and philosophical concepts, research methodology, and new developments, with the remaining hours to be taken in supporting coursework. Program guidelines for Focus Studies are under development by areas within CEE and departments around the university. This area includes at least 27 hours of coursework. A minimum of eighteen of those hours of electives and requirements, and nine hours of dissertation (ECI 799) are necessary to fulfill the focus study component. Each program will include at least one course designated to meet each of the following requirements:

S Study in Foundational/Theoretical/Philosophical Perspectives S Study in Research Methodology S Study in New Developments

D. GRADUATE COURSEWORK CORE (27 semester hours minimum)

The graduate coursework core consists of courses in foundations, curriculum and instruction, research, and a focus area that prepare the student for doctoral level studies. The program planning sheets (Appendix D) will assist the

8 student in identifying applicable coursework. These include the required pre-requisite courses for the doctoral program. These pre-requisite courses are listed below and may be used in the graduate coursework core.1

A. Educational Foundations An educational foundations course at a level of 500 or above

B. Curriculum and Instruction ECI 675 (Principles of Curriculum Construction) or its equivalent

C. Focus Studies EPS 525 (Introduction to Statistics) or its equivalent EDR 610 (Introduction to Research) or EDR 611 (Action Research) or an equivalent

D. Research Check course prerequisites for the Ed.D. approved Focus Studies program. These are available from your advisor.

Can transfer credits be applied to this program?

NAU graduate policies stipulate that to be considered for transfer credit, a course must be from a fully accredited institution approved by the NAU Graduate College. The course grade must be either an A or B, and the course must be applicable to a graduate degree at the institution where the credit has been earned. These transfer hours must be verified at the time of submission of the program of studies using both transcripts and catalog descriptions. A maximum of 36 hours of transfer credits may be applied to this degree. This includes courses taken for a master's degree or other graduate level course work.

What previously taken courses can be included? All courses completed before admission into the doctoral program must be reviewed and approved by the Program Coordinator. This takes place as a part of the design process for the Program of Studies. Preliminary evaluation of transfer credits and previously completed coursework will be part of the design process for your Program of Study at the beginning of your program.

Are changes ever made in a Program of Studies?

Yes. However, the following people must approve all changes: your Program/Dissertation Chair, the C&I Doctoral Coordinator, and the Chair of Curriculum and Instruction. Approved changes are filed in the C & I Program Office and the Graduate College.

Do students have to be enrolled every semester to maintain active status?

Once admitted to the C & I Doctoral Program, doctoral students are required to enroll for a minimum of three hours for at least one semester during the calendar year during each year they are in the program. Continuous registration after candidacy requires at least one hour of enrollment each semester (see current graduate catalogue for guidelines on this). Failure to comply with these enrollment requirements will result in discontinuation of a student's active program status, requiring the student to reapply to the Graduate College before continuing the degree.

Students are expected to complete the degree within eight years of their original admission. Students admitted during spring for fall will have an August admissions date (e.g., August 1997), and those admitted during fall for spring will have a January admissions date (e.g., January 1998). All students in the C & I Doctoral Program will be informed of these admissions dates by letter at the time of acceptance into the program.

1Be sure to use the course planning sheets in Appendix D as you and your chair plan your program of studies. 9 Students also should be aware that they must be enrolled for at least three semester hours in the semester they are completing their Comprehensive Examination and in the semester of their oral dissertation defense. In general, continuous enrollment is required to support faculty time and student use of campus resources.

Note: If students lose active status in the program by not registering for any courses over a one-year period they are dropped from the program and must petition for re-admission. If re-admission is granted, students still must complete their program within the eight-year period dating from their original acceptance into the doctoral program.

RESIDENCY REQUIREMENTS

Is there a residency requirement in the C & I doctoral program?

Yes, there is a one-year on-campus residency requirement. There are two ways to meet the residency requirement in this program. Students may enroll as a full-time student either for:

1.At least two consecutive semesters on campus which may include academic year and/or summer semesters (two full-time 5-week summer terms are equal to one semester); or 2.At least two semesters on campus, but not consecutive which may include academic year and/or summer semesters.

Regardless of the option selected, the actual time spent in residence must be equivalent to two academic semesters as a full-time student. Two summer terms are equal to one academic semester. During the Fall and Spring terms, students completing their residency must be enrolled in at least nine semester hours of classes each semester. During the summer, a minimum of ten semester hours of classes must be taken over the two five- week summer sessions. Be sure to read the Graduate Catalog for other residency policies.

Residency must be completed prior to the application for candidacy. You may complete the residency at any time during your program but it should be completed within four years after admission. Work with your program/disseration chair to work out a residency plan, then complete and submit the Residency Plan Form (Appendix E). Your Program/Dissertation Chair must sign and approve this plan.

THE COMPREHENSIVE EXAMINATION

What is the comprehensive examination?

This is the second major component of the doctoral degree. The comprehensive examination is a written and oral examination given to C & I students to ascertain their ability to demonstrate and to apply acquired knowledge and skills. The comprehensive examination covers three major areas in the C & I Doctoral Program: Foundations/Curriculum and Instruction, Focus Studies, and Research. Questions shall be developed for each area, and at least one question must be written that requires students to integrate all three areas.

Who directs the comprehensive examination?

The comprehensive examination plan is to be developed by the Program/Dissertation Committee in consultation with the doctoral student, including a time line for all parts of the examination. Before students may begin taking the written portion of the comprehensive exam, the Comprehensive Exam Scheduling Form must be completed by the student and the student's committee chair and submitted to the Program Coordinator.

How should the comprehensive examination plan be structured?

The comprehensive examination is usually taken during or just following the last semester of classes. You must have completed all course work included in your program of study to be eligible to begin comprehensive exams. Students have the option of doing the question or questions for one area in an on-site format and another in take

10 home format. The third area can be done in either format. Each on-site exam requires 4-6 hours of writing, and each take-home exam has a period of two weeks for completion.

After the completion of the written portion of the exam, the oral portion of the exam is scheduled. This portion of the exam should take place within four weeks of the completion of the written exam. This oral can be used to address any or all of the following activities:

• Orally question the student in areas not effectively answered in the written exam

• Determine the depth of student understanding in any/all of the exam areas

• Develop a plan for retaking any part or all of the written examination

• Decide on any further requirements to be met by the student

Who writes the questions and how are they graded?

Questions are written by members of your Program/Dissertation Committee, or if agreed upon by the entire committee, a resident faculty member who has recognized expertise in an area included in the exam. Exam responses are read and evaluated by the entire committee. Examinations are graded as high pass, pass, conditional pass, or unsatisfactory according to the evaluation criteria in Appendix I. While the student will be evaluated on the written portion of the exam before the oral portion of the exam takes place, the final determination of pass/fail for an area depends on student responses during both portions (written and oral) of the exam.

At the end of the oral portion of the comprehensive exam, the chair of the committee needs to submit the Comprehensive Exam Report Form, or a memo containing the same information to the Doctoral Coordinator. Students who successfully complete both the oral and written portions of the comprehensive exam are eligible to begin plans for dissertation work.

If you fail all or part of the Comprehensive Examination, you may retake the examination no sooner that the following semester and you may retake the exam no more than once. Students who receive a conditional pass for any portion of the exam may be asked to submit further materials or work as a condition for completing the comprehensive exam. All conditional work must be completed within one year of the original time of the oral exam. CANDIDACY

Candidacy means that a student is eligible to begin the dissertation process. The following is a list of conditions that must be met by the student in order to apply for candidacy:

1. The student must have completed all course work. The student must have maintained a minimum grade point average of 3.0 (B) in all graduate coursework. No grades of "C" will be accepted as satisfying any course requirements on the official Doctoral Program of Studies.

2. The student must have successfully completed the Comprehensive Examination and the residency requirement.

3. The dissertation committee must have approved the Dissertation Prospectus. The original of the approved (signed) dissertation prospectus cover sheet must accompany the application for candidacy.

4. An approved Program of Studies must have been submitted prior to the application for candidacy.

The Application for Candidacy (Appendix I) can be obtained from the C & I Doctoral Program Office, Center for Excellence in Education. The form is completed by the student and signed by the Program/Dissertation Chair at the time that your committee approves your prospectus. The information on the form is verified by the C&I Program Office, and is then forwarded to the Graduate College for approval.

THE DISSERTATION

11 What are the procedures for the dissertation in the C & I program?

The Proposal Once a student has successfully completed the Comprehensive Exam, and is ready to begin work on the dissertation process, the first step is to schedule a proposal meeting with your committee. This meeting can take place at the end of the oral portion of the Comprehensive Exam (if your committee agrees this is appropriate) or can be scheduled as a separate meeting. Before this meeting a dissertation proposal of 15 to 30 pages should be submitted to each member of your program/dissertation committee. This proposal outlines the dissertation work that you would like to pursue. It must include a summary of the information which will eventually be expanded into chapters or sections one, two, and three (problem, literature, design) of your final dissertation. The format of this proposal must conform to APA ( American Psychological Association) guidelines. The Graduate College provides additional guidelines (see Appendix G). After feedback from the chair and committee and appropriate revisions, this proposal is then developed into a prospectus.

The Prospectus A dissertation prospectus is an overview of your dissertation. You may not begin collecting data or begin the dissertation study before your committee approves the prospectus. The prospectus includes the completed forms of chapters or sections one, two, and three of the dissertation. A typical prospectus includes an introductory section, a review of the literature section, and a section containing a description of study design and methodology. However, since a variety of dissertation formats are possible in the C & I doctoral program, the prospectus for an individual student may vary slightly in form or content from the sections described above.

The student presents the prospectus at a meeting of the entire committee. At least ten working days before this meeting the student must present a copy of the completed prospectus to each committee member for review. At the meeting committee members discuss the prospectus with the student to make sure that the proposed study and all its components are acceptable for dissertation level work. If the prospectus is accepted, each committee member will sign a cover page for the prospectus that will be sent to the Graduate College along with a completed application for candidacy (Appendix I). A copy of the candidacy application will also be added to your CEE file. This cover page and a form and complete the Application for Candidacy (Appendix I) to file with the prospectus cover page in the CEE and NAU graduate offices. Formal acceptance of this prospectus by the chair and committee constitutes an agreement to proceed with the proposed investigation. As part of every dissertation study approved, students must make sure that the following criteria are contained within the study: a. Supporting literature related to the kind of study conducted; b. Supporting literature related to the content of the study conducted; c. Appropriate rationale and methodology employed to produce evidence of reliability and validity.

Before data collection can begin for the dissertation, the student must obtain approval from the Institutional Review Board (IRB) at NAU, if the research involves human subjects. In order for you to submit work for IRB review you must first complete a training module that can be found at the Office of Grants and Contracts website: http://www.nau.edu/grants. For more information, their phone number is 523-4880.

When can I defend my dissertation?

Ninety days must elapse between the time prospectus is approved and the final oral defense. No oral defenses will be held between May 1 and September 1, unless scheduled by special permission of the chair and committee. No oral defenses may be held during reading week or finals week. Additional Graduate College regulations may further restrict the oral defense.

THE DISSERTATION DEFENSE

What is the dissertation defense?

12 The Program/Dissertation Committee controls the nature of the final oral defense. The chair and the student begin the process for the final defense by determining a suitable date and the availability of the committee members. At least 10 working days prior to the defense date, this information is given to the Center for Excellence in Education C & I Doctoral office, which schedules the arrangements and informs the Graduate College on the Dissertation Defense Scheduling form. The Graduate College verifies the arrangements, sends out official notices to all concerned, and assigns a graduate college representative to attend.

At least 10 working days in advance of the final oral examination the student distributes a copy of the completed dissertation to each committee member. A copy also is sent to the Graduate College with the Dissertation Defense Scheduling form (see Appendix J) for the University Graduate Committee member attending the defense. Each committee member must be present at the final examination. If there are members of the dissertation committee who do not live in Flagstaff, it is the responsibility of the student to ensure that those committee members are present on campus for the dissertation defense. Only in an unavoidable emergency will the defense take place with less than the full committee present. A petition, in writing, to the Dean of the Graduate College must be submitted for any circumstances in which a committee member would be allowed to attend by phone conference or IITV. Expenses for special arrangements are the responsibility of the student. Visitors other than faculty may attend the final oral by invitation only through the presentation and question and answer phase of the defense.

The chair is in charge of the examination and has the responsibility for conducting the oral in a professional and efficient manner. Prior to the oral examination in executive session the committee decides whether or not to allow the defense to go forward. If the committee agrees that the study has not reached the conditions under which it can be defended, a new time for the defense will be scheduled. If the study is approved, the candidate then begins the oral defense. At the conclusion of the oral defense the committee, in executive session, votes to pass, conditionally pass, or deny approval to the written dissertation and the student's defense. The Graduate Council representative takes care of ballots. Students may be asked to make revisions to the work presented before final approval of the dissertation is granted. The chair informs the candidate of the committee's decision. It is the responsibility of the chair to: 1. Obtain signatures on the Final Approval Form for Doctoral Candidates if the student satisfactorily completes the examination. The original copy is filed with the Graduate College and copies filed with the Graduate Studies Office, CEE; and

2. Present to the student, in writing, when necessary, the steps or revisions that must be taken before the student can obtain approval on the final version of the dissertation. Signatures of the committee members should appear on the written statement. The committee will not sign the Final Approval Form until all the necessary changes are made and have been approved. The committee will decide how final approval will be granted.

NOTE: For a complete presentation of the NAU Policy and Dissertation Defense, see Appendix K: Procedures for Doctoral Oral Examination.

GRADUATION

The student is responsible for completing the following steps to qualify for graduation:

1. Completes the Application for Graduation available from the Office of the Registrar or the Graduate College during the semester or term prior to the one in which the degree is expected to be completed;

2. Makes certain that all degree requirements are completed in accordance with the policies of the Registrar's Office and the Graduate College;

3. Makes sure that the defense has been completed prior to reading week preceding graduation; and

4. Reviews those sections of the Graduate Catalog pertaining to Doctoral Studies and must assume the responsibility for knowing and adhering to policies and procedures related to the Curriculum and Instruction Doctoral Program.

NOTE: The final copy of the dissertation must be submitted to the Graduate College by the final day of the semester in order to graduate in that semester. If the dissertation is not submitted by the first day of the semester

13 following the dissertation defense you must register for three hours of dissertation credit each semester until the final copies are submitted.

IMPORTANT DATES AND DEADLINES

Item Due Date

List of references for Fall Term January 3

Portfolio for Fall Term February 15

List of references for Spring Term August 1

Portfolio for Spring Term September 15

Applicant Interviews March and October

Apply for Assistantships (Appendix M) and Submit with portfolio Scholarships (Appendix N)

Application Decision May 1 and December 1

Comprehensive Examination By Arrangement

Admission to candidacy After residency, comprehensive examination, and prospectus requirements have been successfully completed. At least 90 days before oral defense of dissertation.

Oral Defense of Dissertation At least 90 days after admission to candidacy and prior to reading week.

Submission of Dissertation to Committee At least 10 working days before the oral defense Members and the Graduate College

Submit final copy of Dissertation to Graduate Before final day of the semester in which you College graduate

14 APPENDICES

15 Appendix A

Letter of Recommendation Form Ed.D. in Curriculum and Instruction

(Applicant's name) has applied for admission to the doctoral program in Curriculum and Instruction at Northern Arizona University and has indicated that you would write a letter of recommendation. Your frank appraisal of this student may help significantly in our attempt to determine whether his/her acceptance would be beneficial to the individual, to the graduate program, and to the profession. The applicant has:

elected to waive the right to read this letter of recommendation.

elected not to waive the right to read this letter of recommendation.

The application deadline for this program is (date); late recommendations may jeopardize review of an applicant's file. In your letter, please state how long and in what capacity you have known the applicant. Your letter should include your frank assessment of the applicant in as many of the following areas as possible: a. Qualifications compared to those of other students you have known. (Please cite your reference group e.g., seniors at NAU; master's students at University X) b. Potential for completing a doctoral program c. Professional promise d. Personal strengths and weakness, interpersonal skills, and maturity e. Ability to express views, both orally and in writing f. Ability to conceptualize and integrate knowledge g. Prior experience and performance in research, teaching or applied areas h. Primary interests (in research, teaching, or applied areas) i. Admissibility to your own graduate program j. Additional information which would be beneficial to the committee

After you have completed the recommendation letter, please return the letter and this form in the enclosed return envelope to the C & I Doctoral Admissions Committee, Center for Excellence in Education, NAU, Box 5774, Flagstaff, AZ 86011. If you have any questions, call (520) 523-9316. Thank you for your help in our doctoral admissions process.

16 Appendix B

Confidentiality Waiver Form

Letter of Recommendation Instructions Ed.D. in Curriculum and Instruction

Each applicant is required to provide the C & I Doctoral Admissions Committee with a typed list of the names of a minimum of six individuals who are in a position to evaluate your chances of success in the doctoral program. These should be individuals who have supervised or directed your professional and academic work. At least two should be former university professors if you have attended school within the last five years. For each individual provide the name, title or position, address, and phone number. Please return your list of references by August 1, for Spring admission or by January 3, for Fall admission.

Federal law that became effective November 1974 gave students and former students the right to inspect their educational records. An amendment in January 1975 gave students the right to waive access to their letters of recommendation when it was argued that many employers place more trust in confidential letters. The corollary to this principle is that some individuals who write letters of recommendation for admissions or placement purposes may feel more comfortable in expressing themselves if such letters are treated confidentially.

If you believe it might be to your advantage to waive your right to read this information in your admissions file, so indicate below. If you sign the waiver, our professional staff will continue to give you information about the contents of your admissions file at your request, but will not show you the letters or identify the individuals making specific comments.

To insure the confidentiality of these letters, I waive my rights under the Buckley Amendment to inspect them.

I waive my rights I do not waive my rights

Signature

Return this form and your list of six references to the C & I Doctoral Admissions Office, Center for Excellence in Education, NAU, Box 5774, Flagstaff, AZ 86011. If you have any questions, feel free to call (520) 523-9316.

17 Appendix C

Curriculum and Instruction Doctoral Admission Evaluation

Applicant: ______Evaluator:______

Special Considerations ______Vita ______points x .5 ______

1 - Incomplete Note: Look for evidence that 2 - Vita complete, but is unclear and/or disorganized applicant has the potential to 3 - Vita clear and organized, but lacks detail and/or reflects limited be a good doctoral candidate professional background 4 - Vita detailed and represents a professional background of good quality 5 - Vita represents a professional background of excellent quality

______Goal Statement ______points x 1 ______

1 - Goals are not closely related to purposes of C&I program Note: Key purposes of program is 2 - Includes only short-term or only long-term goals to prepare educators w/ knowledge, 3 - Includes both short- and long-term goals, but vague attitude & skills to initiate, support 4 - Clear goals and a good fit with the C&I program & sustain curriculum & instruction 5 - Clear goals and excellent fit with the C&I program efforts.

______Teaching Exp. ______points x 1 ______

1 - one year teaching experience 2 - Two years teaching experience 3 - More than two years teaching experience 4 - More than two years and varied, but no leadership experience in educational settings 5 - More than two years, varied, and formal leadership experience in educational settings and/or awards/honors

_____ Professional Experience ______points x 1 ______

1 - Experiences unrelated to teaching and learning Ex. of professional experience: 2 - One professional experience related to teaching and learning prof. organizations, presentations, articles, 3 - Two professional experiences related to teaching and learning grants, consulting for 4 -More than two professional experiences related to teaching and learning school districts, research in ed. 5 -More than two experiences including presentations and/or publications settings, committees, eval. of program, dir. of program

______Community Activities ______points x .5 ______

1 - Membership in one activity

18 2 - Membership in more than one activity 3 - Membership in more than one activity but no leadership role 4 - Leadership role in one activity 5 - Leadership role in several activities including community awards/honors

______Cultural Diversity ______points x 1 ______

1 - One evidence of diverse experience (i.e., travel in a diverse culture, language) 2 - More than one example of diverse experience 3 - Evidence of diversity in writing and or presentations 4 - Experience in one or more diverse settings 5 - extensive experience in a minority culture

______Letters of Recommendation ______points x .5 ______

1 - One or more concerns stated 2 - Letters are generic with no relevance to C&I program 3 - No criticisms, no strong recommendations 4 - Good recommendations (look for consistency) 5 - Excellent recommendations (look for consistency)

______Writing Sample ______points x 1 ______

1 - Sample of low quality due to problems with basic mechanics and/or organizations and/or clarity 2 - Sample of average quality 3 - Sample of above average quality 4 - Sample of above average quality and has scholarly potential 5 - Sample is publishable and/or has been published

______Undergrad GPA ______points x .5 GPA ______1 - 2.0 2 - 2.6 3 - 3.1 4 - 3.5 5 - 3.8

______Graduate GPA ______points x .5 GPA ______1 - 3.0 2 - 3.2 3 - 3.4 4 - 3.7 5 - 3.9

______Test Results ______points x .5 %ile ______

Date: (GRE/MAT) 1 - 1st-19th 2 - 20th-39th 3 - 40th-59th 4 - 60th-79th 5 - 80th-99th For GRE test results rate Verbal and Quantitative separately then average the rates for points.

19 Appendix D

C & I Doctoral Program of Studies

Student Name: SS#:

Advisor Name: Date:

Pre-requisite Courses: (12 hours) _____ 500 level or above ED. Foundations Course ______EPS 525 - Intro to Statistics ______EDR 610 or 611 Intro to Research or Action Research ______ECI 675 Principles of Curriculum Construction ______

Required Core Courses for the Degree: (21 hours) _____ ECI 710 Contexts of Schooling ______ECI 730 Paradigms ______ECI 740 Praxis ______ECI 761 Advanced Curriculum Seminar ______EPS 720 Seminar in Learning _____ ECI 796 Service Partnership/Internship (needs to be approved one semester in advance ) _____ ECI 798 C&I Dissertation Seminar

Other Required Courses: (15 hours) Foundations: Choose ONE of the following: _____ EDF 703 Sociological Foundations OR _____ EDF 711 Philosophical Foundations OR _____ EPS 712 Psychological Foundations AND ONE of the following: _____ EDR 672 Comparative Education OR _____ ECI 751 Technology _____ Newly Developed Course

Research: Choose ONE of the following: ______EDR 720 Research Design OR ______EDR 725 Qualitative OR ______EDR 730 Evaluation

Statistics: Choose ONE of the following: _____ EPS 625 Intermediate Statistics OR _____ EPS 725 Multivariate Statistics

Curriculum: Choose ONE of the following: _____ ECI 649 Problems in Elementary School Curriculum _____ ECI 666 Problems in Secondary School Curriculum _____ ECI 696 Professional Problems of Teachers _____ ECI 771 Curriculum and Instruction in Higher Education

Focus Studies (27 hours) _____ Dissertation hours (9) ______

Graduate Core: Master's and other Graduate Courses Counting Toward Ed.D. ______

20 ______

Signatures:

______Coordinator, C&I Doctoral Program

______Department Chair, INL or ESP

21 Appendix E

Focus Study Components

Focus study in English Contact William Grabe, Ph.D. at 523-523-6274

Focus area in English for C&I doctoral students

The Applied Linguistics program of the English department proposes three focus plans as follows:

Applied Sociolinguistics, Language Acquisition, and ESL Research. All three plans require 4-5 MA-level courses as preparation for two Ph.D. seminar courses. The Ph.D. seminar courses presume a considerable amount of prior knowledge so it would not be fair for C&I students to take these seminars without sufficient linguistics coursework to make the experience a productive one. (We only permit our own MA students to take a seminar, if they choose to do so, in their final semester.) The seminars are all research and theory oriented: They are intended to help Ph.D. students generate ideas and research methodologies that could lead to dissertation research, pilot research studies, and possible publications.

I. The Language Acquisition Focus Area (21 hours): ENG 504 Introduction to Linguistics ENG 548 Foundations of ESL (1/3 is an intro to second language acquisition) ENG 528 Grammatical Foundations ENG 658 Second Language Acquisition ENG 702 Seminar on Second Language Acquisition ENG 704 Seminar in Classroom Based Research EDR 725 or EDR 730 (Course on Qualitative Research)

This focus area would also assume EPS 525 or ENG 668 (Research Methods) for an appropriate quantitative background by the time the student takes either seminar. I would think that students who have had some prior course work in this area would negotiate a somewhat more accelerated sequence of courses (possible is the taking of Psycholinguistics [ENG 648] or Recent Grammars [ENG 628] in place of one or two 500-level courses).

II. The Applied Sociolinguistics Focus Area (21 hours): ENG 504 Introduction to Linguistics ENG 518 Sociolinguistics ENG 528 Grammatical Foundations ENG 618 Discourse Analysis (or suitable ANT course with Jim Wilce on Conversational Analysis) EDR 725 or 730 (Course in Qualitative Research) Then a choice of two among the following seminars: ENG 704 Classroom Based Research ENG 706 Literacy ENG 707 Discourse Analysis ENG 708 Language Policy and Planning

This focus area would also assume EPS 525 or ENG 668 (Research Methods) for an appropriate quantitative background by the time the student takes either seminar. I would think that students who have had prior course work in this area would negotiate a somewhat more accelerated sequence of courses (perhaps three seminars).

III. ESL Research (21 hours): ENG 504 Introduction to Linguistics (ENG 548 Foundations of ESL: Prerequisite) ENG 528 Grammatical Foundations ENG 558 ESL Methodology and Materials

22 ENG 578 ESL Curriculum and Administration EDR 725 or 730 (Course in Qualitative Research) Then a choice of two among the following seminars: ENG 704 Classroom Based Research ENG 705 ESL Research ENG 706 Literacy

This focus area would also assume EPS 525 or ENG 668 (Research Methods) for an appropriate quantitative background by the time the student takes either seminar. I would think that students choosing this focus will have had some experience and coursework in ESL teaching and could then, with approval of adviser, skip ENG 548. Students who have had further prior course work in this area would negotiate a somewhat more accelerated sequence of courses (perhaps three seminars).

Focus study in BME Contact Willard Gilbert 523-7107

This focus area presumes that students do not have a M.Ed. in Bilingual and Multicultural Education already. If they have a BME M.Ed. already, I suggest the students take one of the English Department's focus areas in Applied Sociolinguistics, Language Acquisition, or ESL Research if they are interested in learning more about working with bilingual/multicultural students. On the advice of a BME advisor, course substitutions could be made below using appropriate courses from the English, Anthropology, Modern Languages, or other appropriate department. The focus area below includes one new course (Sociolinguistics: Educational Applications ), which is already been taught once on an experimental basis and which it is planned to be made a permanent course after it has been taught one or two more times as a 599 course.

FOUNDATIONS STRUCTURE:

BME 630 Foundations of Bilingual Education (3 credits) Summer, Fall The theoretical, historical, and legal background of bilingual and ESL instruction, including an overview of current models.

RESEARCH:

BME 634 Testing & Evaluation of Minorities (3 credits) A practicum in assessment of minority students, covering legal issues, nondiscriminatory testing, and evaluation of language dominance and proficiency. Prerequisite: EPS 525 or 664 and ESE 655 or instructor's permission.

BME 698 Graduate Seminar (3 credits). Spring, Summer Provides students with an opportunity to share their knowledge of bilingual/multicultural education in a setting of professional colleagues under the guidance of professional staff. Students are responsible for presenting pertinent topics, leading discussions, and providing constructive feedback to peers as they proceed to intellectually integrate bilingual/multicultural education topics into a constructive body of usable knowledge.

23 CURRENT WISDOM/METHODOLOGY:

BME 637 The Cultural Component of Bilingual & ESL Instruction (3 credits) Spring, Summer How to develop and implement programs and practices relevant to local cultures and subcultures to promote parental and community involvement

BME 599 Sociolinguistics: Educational Applications (3 credits) Focuses on English-as-a-second language, bilingual, and foreign language classroom communication. Students investigate the functions of language in classrooms and develop grounded theories and hypotheses through direct classroom observations and through videotaped classroom interactions.

Take one of the three courses below: BME 531 Bilingual Methodology (3 credits) Summer, Fall Theories and practices related to using two languages in teaching minority students.

BME 533 Curricula and Materials for Bilingual and ESL Classrooms (3 credits) Summer, Spring Practice in developing curricula and materials for minority students in their native language and in English

BME 631 Content-Based English Instruction for LEP Students (3 credits) The teaching of content in English to limited-English-proficient students in K-12 using appropriate approaches, methods, and techniques.

Focus study in Higher Education Contact Tom Fetsco, Ph.D. at 523-7141

EPS 612 Adult Psychology (3). Adult psychology approached through a system’s perspective of development theory; focus on adult within a family and career context. Prerequisite: EPS 580 or permission of the instructor.

EPS 602 The American College Student (3). The characteristics of college students and their roles in contemporary society, including an analysis of basic values, ability to receive instruction, influences of peer group, relationship to campus culture, needs and problems.

EDF 660 Advanced Instructional Media (3). Basic concepts of communication applied to production techniques for classroom use to include scripting, storyboarding, and 35mm slide and film production.

ECI 751 Contexts of Educational Technology (3). Focuses on historical, political, social, and cultural perspectives of technology within the context of teaching and learning.

ECI 771 Higher Education in Curriculum and Instruction (3). Issues and approaches to curricular developments, evaluation, and instructional processes in higher education.

24 Plus One of the Following Two Courses

EDR 725 Qualitative Research (3). Theoretical and methodological issues related to qualitative research in education; tools for analysis. Prerequisites: EDR 610 or 611 or permission of the instructor.

EDR 730 Evaluation Research (3). Develop skills to conduct field-based evaluation, produce, plan, and do a pilot study, including data collection, analysis, and reporting. Prerequisite: EDR 610 or 611, ESE 649, or permission of instructor.

Internship

ECI 796 Internship (3-6 hours).

Note: A number of these classes are offered in the Fall and Spring semesters only.

25 Appendix F

C & I Residency Plan Approval Form

Student: SSN #:

Phone: Date Admitted:

Focus Study:

Residency Plan:

Semesters: Spring Summer Fall

Dates:

Approval Signatures Date

Advisor (if different from C&I Coordinator)

Coordinator, C & I Doctoral Program

Chair, Instructional Leadership, (C & I)

26 Appendix G

C & I Service Partnership/Internship Plan

Student's Name: Advisor's Name: Date Plan Developed:

Agency/setting:

Name of on-site contact person: Phone:

Partnership/Internship Goal:

Outline of major responsibilities and/or partnership activities:

Projected Time Line (including completion date):

Committee approval: Program/Dissertation Chair

Coordinator, C & I Doctoral Program

Chair of Instructional Leadership (C & I)

27 Appendix H Comprehensive Exam Scheduling Form

Name of Student: ______Program Chair: ______

Committee Members: ______

Foundations/Curriculum and Instruction Writer of question(s) for this area: ______Second Reader: ______Format for Questions: (check one) _____Take home _____ Sit-down Date(s):

Focus Study Writer of question(s) for this area: ______Second Reader: ______Format for Questions: (check one) _____Take home _____ Sit-down Date(s):

Research Writer of question(s) for this area: ______Second Reader: ______Format for Questions: (check one) _____Take home _____ Sit-down Date(s):

Overarching Question:______

Date of Oral Defense: ______

Signatures Student: ______Chair:______Program Chair: ______

28 Comprehensive Examination Report Form The comprehensive examination is a written test for determining the ability of doctoral students to apply knowledge and skills to practical problems. Three areas must be covered in the C & I doctoral examination: Foundations/Curriculum and Instruction, Focus Studies and Research. This form provides a record of a student’s completion of this examination.

Student examinee:

Program chair:

Question author:

List the questions in the areas indicated. (Attach extra sheets as necessary.) Foundations/Curriculum and Instruction:

Focus Studies:

Research: Describe the contributions of “competing” research paradigms in addressing the central questions of the intersection of motivation and Native American education. Critically compare these programs, citing specific examples of research. Pay particular attention to the kinds of questions each paradigm perspectives have not addressed this topic, how would you characterize their potential contribution?

In addition, at least one question must require the student to integrate all three areas. Identify the integrative question below:

Certification of completion:

completed his/her exam on and was awarded the mark of HIGH PASS, PASS, FAIL (circle one).

Program Chair Date C&I Coordinator Date

Comprehensive Examination Grading Rubrics

29 HIGH PASS

• Response fully addresses all parts of question • Response is well organized • Accuracy is apparent in use and interpretation of sources • Details demonstrate comprehensive understanding • Substantial depth and insight apparent in response • Response includes discussion of several specific studies and findings where appropriate and notes counter-argument where appropriate • Answer is well-developed, coherent, and offers logical analysis or synthesis of information as required by the question • Writing is clear, fluent, and effective

• Response fully addresses all parts of question • Response is generally well organized • Accuracy is generally evident, but limited in interpretation • Details demonstrate general understanding • Shows firm grasp of the relevant materials as evidenced by use of correct, specific, and up-to--date references to theorists and researchers in the field • Compared to "high pass," somewhat lacking in scope of discussion, range of studies/findings discussed, or coherent synthesis of ideas • Writing is clear, fluent, and effective

CONDITIONAL PASS

• Response addresses all parts of the question but not completely or addresses fully most, but not all parts, of the question • Response is well organized overall, but some parts are not • Accuracy in general is evident, but there are few important inaccuracies, and interpretation is limited • Shows a grasp of relevant material as evidenced by use of generally correct, specific, and current references to theorists and researchers in the field, but one or two additional significant references should have been used • Compared to "pass," somewhat less coverage and organization, somewhat less accuracy, and somewhat less overall grasp of the material • Writing is generally clear, fluent, and effective

• Fails to address major parts of the question • Response is not well organized • Addresses the question in such brief and/or vague terms that there is not enough information to determine whether or not the writer actually understands the area • Demonstrates limited or no knowledge of the area in question • Mistakes in use and interpretation of sources; obvious inaccuracies • Few details, minimal or lack of understanding is evident • Writing lacks clarity or fluency

30 Appendix I

Application for Candidacy for the Doctoral Degree

TO BE COMPLETED BY THE STUDENT:

Name: SSN #:

Mailing address: (Street)

(City) (State) (Zip)

Telephone:

Degree program (check: Ed.D. Major field (check): Curriculum and Instruction

Signed Date ******************************************************************************************* **************************** TO BE COMPLETED BY THE DEPARTMENT:

Comprehensive examinations, written: (date passed) Oral: (date passed) Language proficiency examination(s): field: (date passed) Residency requirement satisfied: When: The student above has met departmental requirements for candidacy The dissertation topic has been approved and a signed prospectus title page is attached A program of study is attached or is on file in the Graduate College

Signed Date Advisor/Program Chair Signed Date Department Chair

The members of the dissertation committee are:

******************************************************************************************* **************************** TO BE COMPLETED BY THE GRADUATE OFFICE:

Graduate program submitted and approved Dissertation prospectus submitted and approved Residency verified Exams verified Candidacy approved Deferred Denied

Signed Date Dean of the Graduate College

31 APPENDIX J

DISSERTATION DEFENSE SCHEDULING FORM Graduate Studies Northern Arizona University

This signed form and a copy of the dissertation must be in the Graduate Studies office (Ashurst, Room #A107) at least two full weeks (ten working days) before the dissertation defense. (Please note that this copy of the dissertation will be reviewed by the representative from the University Graduate Committee who will attend the defense. This copy will not be used for a format review. The format review is a separate process; students must contact the Graduate Office’s Format Editor directly for such a review, preferably a few weeks before the defense.)

Student’s Name Major

Dissertation Title

The committee members listed below have read the final draft of the dissertation and agree that it is ready for defense. (Only the dissertation committee chair’s signature is required – it verifies that all committee members agree that the dissertation is ready for defense.)

Dissertation Committee Chair Signature Date

To verify committee members, list names

Committee Chair

Committee Member Committee Member

The oral defense is scheduled for:

(Date and Time) (place)

(Department Chair or designee) (date)

Graduate Studies approval (date) Oct-98

32 APPENDIX K

Northern Arizona University Procedures for Doctoral Dissertation Defenses

Scheduling the Defense: The doctoral advisor, in consultation with the student, is responsible for contacting all members of the committee to establish the date, time and location of the dissertation defense so that all committee members can attend. The advisor and student must complete the Dissertation Defense Scheduling Form, have it signed by the doctoral advisor and the department chair, and submit it to the Graduate College (Ashurst A-107) at least two weeks (10 working days) before the defense date with a copy of the dissertation.) This copy of the dissertation is for the Graduate Council representative to the defense. Another copy must be submitted for format review.) The doctoral advisor and student share the responsibility for scheduling the defense and submitting the dissertation to the Graduate College.

The defense date should not be scheduled until after all committee members have had an opportunity to review the final drafts of the dissertation and agree that it is ready for the defense. The minimum time for review of the disseration document before the defense is 10 working days. While minor changes and corrections may be suggested at the oral exam, the defense copy of the dissertation must be complete and in its final form when it is provided to the committee members and the Graduate Council representative. Signatures of the dissertation chair and department chair on the defense scheduling form certify that the dissertation is in final form and is ready for defense.

The Graduate College arranges for a member of the Graduate Council to attend the defense as an observer and representative of the Graduate Dean. When the Graduate Council representative is identified, the Graduate College issues a memorandum confirming the date, time and location of the defense to all committee members, the student and the Graduate Council representative.

Once the dissertation has been distributed to the entire committee and the Graduate College, if any committee member or the Graduate Council representative feels the dissertation is incomplete or seriously flawed (in terms of format, clarity or consistency), or if it is felt that there are serious correctable errors in analysis or interpretation of data, it is her/his responsibility to bring the problem to the attention of the committee chair and, if necessary, to the Graduate College. The chair may, at this point, decide to cancel the oral exam and have the student's committee convene to discuss major problems. Assuming that all committee members and the Graduate Council representative are satisfied with the quality of the dissertation, the oral exam can take place as scheduled. The Graduate Council representative should not hold the student responsible for design flaws that were approved in the prospectus, but may choose to bring such issues to the attention of the Graduate Dean.

Procedures at the Oral Exam: All members of the committee must be present in person for the entire oral exam. If a committee member is away from campus on sabbatical and unable to return to participate in the defense in person, the dissertation chair may petition the Graduate Dean, in writing, to have that committee member participate in the entire defense by speaker phone. If this is approved, the dissertation chair and the Graduate Council representative will be notified in writing. Such a request must be submitted in advance of, or with, the dissertation defense scheduling form.

If a committee member must be absent because of a last-minute emergency such as illness, the Graduate Council representative and the committee chair will discuss the feasibility of postponing the exam. In cases where the candidate may have traveled a great distance, rescheduling may be inappropriate. The Graduate Dean, or his/her designees, should be consulted. Only in an unavoidable emergency will the oral exam take place with less than the full committee present.

The oral defense is open to faculty and students at the university and interested community members. In order to inform other interested parties of the defense, the student and dissertation chair are encouraged to post a flyer in a visible location in the department announcing the date, time, place and topic of the defense.

Ordinarily, at the beginning of the defense the committee chair asks the candidate (and other guests present) to leave the room. The committee members discuss the readiness of the dissertation for defense and review procedures to be used for the defense. If all committee members agree that the defense should proceed, the candidate, and any guests are invited back into the room. Typically, the candidate begins at the formal oral

33 defense by making a presentation outlining the study and its relevance. (If the candidate's presentation takes the form of a seminar at a different time and place than the defense, it is expected that the Graduate Council representative be invited to the presentation.) At his/her discretion, the chair may allow questions during the presentation to clarify points. Following the presentation the chair provides an opportunity for all committee members and the Graduate Council representative to question the candidate. At the discretion of the chair, questions may be received from the audience. At his/her discretion, the chair may ask all visitors to leave when questioning begins.

At the conclusion of the questioning period, the candidate is asked to leave the room and the committee discusses the student's performance on the exam. The Graduate Council representative provides the ballots and conducts the vote as the whether the student passes the exam. The Graduate Council representative does not vote. A two- thirds majority of the appointed committee is required for the student to pass. (For example, four affirmative votes are required on a five-person committee and three affirmative votes are required on a four-person committee. If only four members of a five-member committee attend, all four must vote yes.)

If the candidate passes the defense and there are minor changes in the dissertation to be made, the committee should note those changes on the Final Doctoral Oral Examination form and specify a process to verify that the changes are made prior to submission of the final copy.

If a student does not perform satisfactorily on the oral exam, or if there are major problems with the dissertation (such as rewrite of a chapter or re-analysis of data), the student should be advised in writing of the deficiencies. The oral exam should be rescheduled after the committee is satisfied that the deficiencies have been corrected. A student may repeat the oral examination once. If serious problems with the dissertation are agreed upon at the end of the oral defense, the committee may decide not to take a formal vote on the exam, but to require the student to make corrections and then appear before the committee at a later date. Whether or not a formal vote is taken, this will be considered a first defense and the student will have one more opportunity to pass the defense.

The Graduate Council representative provides the Final Oral Examination for the Doctoral Degree form on which the vote is recorded and which the committee members sign. The Graduate Council representative returns this form to the Graduate College Office. The Graduate Council representative also completes a Report to the Graduate Dean on the Doctoral Oral Examination form. The information on this form is used to establish long- term trends within a degree program. Copies of the forms are sent to the committee chair and department chair after being submitted to the Graduate College.

Food at the defense: This is discouraged. The defense is not an occasion that calls for refreshments. Only light refreshments, such as coffee and soft drinks, might be present during a defense. If a student wishes to provide additional food to celebrate after the conclusion of the defense, it should be in a different room.

Graduate Council Representative Role: The role of the Graduate Council representative is to represent the Graduate Dean and ensure that examinations are conducted in a manner consistent with the expectations and standards of the Graduate College. He/she is responsible for: 1) clarifying policy and procedures at the outset of the examination; 2) observing the flow of the examination; 3) intervening where matters of policy, fairness or clarification dictate; 4) participating in the questioning of the candidate (at the representative's discretion); 5) initiating and supervising the voting process for the pass/fail decision; and 6) reporting the results of the examination to the Graduate College.

Format Review: The presence of the Graduate Council representative does not signify Graduate College approval of the dissertation format; format approval is given by the Graduate College's format editor and is a separate process. (Ideally, the initial format review will have occurred early in the semester in which the student seeks to graduate). The Format Editor submits the final grade change for the student's dissertation (799) hours after the dissertation has been approved by the committee and after the format has been approved. To graduate in a particular semester, the student must successfully defend the dissertation and also complete the format review process and submit final copies to the Format Editor by the last day of the semester.

34 Appendix L NORTHERN ARIZONA UNIVERSITY Center for Excellence in Education

Graduate Assistantships

Date of Application ______Assistantship Requested for 19_____ Academic Year 19_____ Summer Session

This form is to be used for a Graduate Assistantship in the Division of Professional Programs. It should be filed with the Graduate Studies Office, Center for Excellence in education, Northern Arizona University, Box 5774, Flagstaff, Arizona 86011.

An assistantship cannot be awarded unless the applicant has applied for and been admitted to graduate regular status at NAU. Such status is awarded only after program admission. After applying for a graduate assistantship, please keep the Graduate Studies Office informed of any change in plans or address.

Because assistantships are awarded on a competitive basis, it is particularly important to highlight specific experiences and training that would make you a strong candidate for an assistantship in teaching, laboratory service, or research. Please include this information on the reverse side. GENERAL AND PERSONAL NAME ______SSN # Last First Middle

DEGREE PURSUING ______MAJOR ______HOME ADDRESS Street City State Zip WORK ADDRESS Street City State Zip HOME TELEPHONE ______WORK TELEPHONE ______

EDUCATION

YEAR UNIVERSITY OR COLLEGE MAJOR MINOR DEGREE DATE

CERTIFICATIONS (Please list) ______

EXPERIENCE (Military, Business, Education, etc.) Five years - most recent first. YEAR WHERE POSITION ______

35 The most frequently awarded assistantships are in the areas of teaching, practicum/student teaching supervision, laboratory staff (Computer Lab, Curriculum Lab, Test Lab), research projects, and administrative/clerical assignments. Please indicate any special expertise you may have for any of these areas. Mark all of your first priorities with "1", second with "2", etc.

PRIORITY RANKING POSITION QUALIFICATIONS (Include specific requests)

______Teaching

______Practicum/Student Teaching Supervision

______Laboratory Staff

______Research

______Administrative/Clerical

______Other ______

Can you use ______word processor ______database ______spreadsheet?

Please list any other specific qualifications and interests you would like to bring to our attention.

Have you held a Graduate Assistantship position previously at NAU? ______

If so, when? ______

What College/Department? ______

Supervisor's Name: ______

36 Appendix M

Graduate Scholarship Request

Student's Full Name: Social Security Number: / / Student's Local Address (where contract or notification is to be sent):

Street Address/Box Number City/State/Zip

Sex: Male Female Department:

Predominant Ethnic Background: Asian/South Pacific Islander Black White American Indian/Alaskan Native ____ Hispanic _ Other _____

Admission Status: Graduate Regular ______Graduate Provisional Non-degree ______

Undergraduate G.P.A. ____ Graduate G.P.A. __

Type of scholarship requested: Non-Res. Fee __ In-State Tuition

For the following Period: Academic Year ___ Fall Sem. _ Spr. Sem. __

Justification for Request:

Signed: Department Chair Date

Approved: Dean of the Graduate College Date