Program Guidelines

PhD in Education Program

College of Education and Human Development George Mason University

4400 University Drive, MSN 1D5Fairfax, VA 22030

Email: mhjalmar@gmu.edu; jstahle@gmu.eduPhone: (703) 993-2011Fax: (703) 993-2063

Update: 8/2017

TABLE OF CONTENTS

The PhD in Education Program.......................................................................................................1Advisors...........................................................................................................................................1

Program Advisory Committee.....................................................................................................1Doctoral Dissertation Committee................................................................................................2Portfolio.......................................................................................................................................3

Continuous Enrollment....................................................................................................................4Core Courses....................................................................................................................................4Courses at Other Universities..........................................................................................................5Credits..............................................................................................................................................5

Required.......................................................................................................................................5Transfer of Credits.......................................................................................................................5Applicable Courses......................................................................................................................5

Dissertation......................................................................................................................................6Guidelines....................................................................................................................................7Dissertation Proposal Seminar (EDUC 998)...............................................................................7Dissertation Credit (EDUC 999).................................................................................................8

Enrollment.......................................................................................................................................8University Enrollment Rules:......................................................................................................8PhD in Education Enrollment Requirements:..............................................................................8

Foundation Courses.........................................................................................................................9Grade Requirements........................................................................................................................9Grading Policies...............................................................................................................................9Graduation Requirements..............................................................................................................10Grievance Procedure......................................................................................................................11Institutional Review Board (IRB)..................................................................................................11Independent Study.........................................................................................................................11Internships......................................................................................................................................12Leave of Absence..........................................................................................................................13Secondary Specialization...............................................................................................................13

Secondary Specialization in CEHD...........................................................................................14Secondary Specialization in a Non-CEHD College, School, Department, or Institute.............14Interdisciplinary Secondary Specialization...............................................................................14Master's Degree as a Designated Secondary Specialization......................................................14

Oral Examination / Defense...........................................................................................................14PhD in Education Committee........................................................................................................15PhD in Education Office................................................................................................................15Professional Specialization............................................................................................................15Program Evaluation.......................................................................................................................16Program of Study...........................................................................................................................16

Preparation.................................................................................................................................16Rationale....................................................................................................................................16Approval....................................................................................................................................17Modification..............................................................................................................................17

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Completion................................................................................................................................17Program of Study Approval Procedures........................................................................................17Re-Admission................................................................................................................................17Registration....................................................................................................................................17Required Courses...........................................................................................................................18

Requirements.............................................................................................................................18Research Methods Courses........................................................................................................19

Residency.......................................................................................................................................19Student Mentors.............................................................................................................................19Time Limits...................................................................................................................................20Transfer of Credit..........................................................................................................................20Ways of Knowing (EDUC 800)....................................................................................................20Withdrawal from Courses..............................................................................................................20Withdrawal from Program.............................................................................................................20

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The PhD in Education Program

The PhD in Education is a program of advanced professional study that facilitates development of scholarly disposition and leadership in a selected field of professional education. This program of doctoral study emphasizes theory and research as much as it does practice, breadth of study as much as depth, as well as process and knowledge. It seeks to develop knowledge and skills useful in educational roles as well as the abilities to analyze and respond to problems through their relationships to various educational concerns. The program emphasizes leadership in a broad professional field and specialization, rather than solely expertise in a narrow area of focus. A student's individual PhD in Education program of study should clearly reflect a preparation that incorporates these features of doctoral study.

Students must demonstrate the following major competencies to be awarded a PhD in Education degree:

1. Ability to communicate effectively both orally and in writing in a variety of professional roles;

2. Knowledge of significant theory, developments, and practices in one's professional specialization (e.g., teaching of mathematics, education policy, and a supporting area of study (i.e., secondary specialization);

3. Ability to understand, utilize and interpret basic principles and methodologies of educational research design and data analysis; and

4. Ability to organize efforts to solve problems, advance knowledge, test theories, and adapt information to meet professional goals.

Individual student programs of study should enable students to develop the skills, knowledge, and attitudes which constitute and support these competencies. Mastery of these competencies is demonstrated by successful completion of coursework, a comprehensive assessment (portfolio), dissertation, and oral defense.

Advisors

Each PhD in Education student is advised by a committee of at least three faculty members throughout their enrollment in the program. The Program Advisory Committee advises the student through the completion of all pre-dissertation coursework and the comprehensive portfolio assessment. A Doctoral Dissertation Committee advises the student in the preparation, submission and defense of the PhD in Education dissertation. All members of the latter committee are nominated by the student during or upon completion of EDUC 998: Doctoral Proposal Seminar.

Program Advisory Committee

This Program Advisory Committee consists of three George Mason University (GMU) faculty members selected by the student. It is chaired by the student's major advisor, who represents the student’s primary specialization. One member must represent the student's secondary emphasis.

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The major functions of this committee include assessing the student’s goals, interests and academic needs; planning with the student and approving the student's program of study; monitoring the student’s progress through the program; and evaluating the student's three portfolio reviews. Students may take courses for no more than two semesters without having an approved Program Advisory Committee and an approved Program of Study. If a student's Program Advisory Committee Chair has retired or resigned from George Mason University prior to conclusion of the coursework and portfolio process, that individual can no longer serve as a Chair or Co-chair, and an alternate faculty member must be selected to fulfill this key role.  The former faculty member may continue to serve as an external member of the committee.

Doctoral Dissertation Committee

The Doctoral Dissertation Committee consists of three GMU faculty members, including a chair who serves as the major advisor to the student in preparing, completing and defending the dissertation. Additional committee members from the GMU faculty, or non-GMU faculty with an earned doctoral degree, must be approved by both the committee chair and the PhD in Education Program Director. If a student's Dissertation Chair has retired or resigned from George Mason University prior to conclusion of the dissertation process, that individual can no longer serve as a Chair or Co-chair, and an alternate faculty member must be selected to fulfill this key role.  The former faculty member may continue to serve as an external member of the committee.

Students must select members of their Doctoral Dissertation Committee once they have passed the comprehensive assessment (third portfolio) and while preparing their dissertation proposals (in EDUC 998), but before presenting a proposal to the faculty. Members of their existing Program Advisory Committee may comprise the Doctoral Dissertation Committee or the student may nominate one or more new members. In either case, the student must complete the online Dissertation Committee Form: (https://gse.gmu.edu/phd-in-education/current-student-information).

It is the responsibility of the Doctoral Dissertation Committee, under the leadership of its chair, to assist and supervise the student in the preparation of the doctoral dissertation and to assure that the dissertation meets all standards for doctoral work, including being written in the style of the latest edition of the American Psychological Association. The major responsibility for this work, however, rests with the student, who is expected to demonstrate the ability to conduct independent research through dissertation study.

Members of this committee act in accord with PhD in Education procedures to accept, modify or reject a student's dissertation proposal(s), conduct and evaluate the student's oral presentation of the completed dissertation, accept or reject the student's completed dissertation, and certify the student's completion of all dissertation requirements preparatory to qualifying for graduation. Membership of the Program Advisory Committee or Doctoral Dissertation Committee, once established and approved, may not be altered without prior approval of the PhD in Education Program Director.

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Consideration of a change in committee membership should include discussion with the committee chair or the PhD in Education Director, as appropriate. To initiate a committee change, the student must request the change, in writing, clearly specifying the rationale, and submit this request to the PhD in Education Program Director. A student requesting a change in committee membership must have first ascertained the new member's willingness to serve prior to submitting the written request and indicate this on the request.

Portfolio

The PhD in Education Portfolio is an organized, fully documented electronic record of a student’s selective accomplishments in the PhD in Education program. It provides the Program Advisory Committee with the information needed to assess student growth and development, and to suggest changes that more closely align with stated program goals.

It is required that all students create electronic portfolios. In addition to providing a demonstration of technological competence, electronic portfolios are easier to store, and can be more easily referenced and viewed by all committee members. Students creating electronic portfolios are not required to include personal information such as addresses, phone numbers or social security numbers, but may include such information in the portfolio meetings. Students may choose to enroll in EDIT 772: Electronic Portfolios (2 credits) to learn to create web-based portfolios. Web based portfolios are strongly recommended. Students are not allowed to conduct two portfolio reviews within the same semester, and are expected to adhere to the schedule outlined below. The dates should align with the official university calendar.

The Portfolio must minimally include the following elements:

1. Definition of student academic and professional goals; 2. Specific plans to achieve those goals through coursework, research experiences, and

field based activities;3. Demonstration of growth in understanding via the professional specialization and

secondary specialization, and how knowledge is advanced through inquiry.4. Synthesis and reflection upon the process and results of learning activities;5. Modified goals and academic plans, as appropriate, based on academic and reflective

self-evaluation, and feedback from the student’s Program Advisory Committee;6. Demonstration of readiness to proceed to the dissertation phase of the doctoral program.

As students progress through the program, they must periodically meet with their Program Advisory Committee Chair as well as the other members of their Program Advisory Committee to review and assess their goals, plans, understanding, and accomplishment, and to discuss possible modifications and additional work needed to facilitate continued progress in the doctoral program. Students are required to make three separate presentations of their Portfolios to their Program Advisory Committee during the program. When students complete the coursework phase of the program, a final meeting is held with the Program Advisory Committee. This meeting is the context for conducting the third portfolio review, the Comprehensive Portfolio Assessment, a formal evaluation of a student's readiness to proceed to the dissertation phase of the PhD in Education program. This is analogous to the traditional doctoral comprehensive

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exam.

The first portfolio review must be conducted when 18 credits have been completed or before the end of the student’s third semester. The second portfolio review must be scheduled at the completion of 36 credit hours. When a student has completed the coursework phase of the program, a final meeting is held with the Doctoral Advising Committee. This meeting is the context for conducting the Comprehensive Portfolio Assessment, a formal evaluation of a student's readiness to proceed to the dissertation phase of the PhD in Education program, (analogous to the traditional doctoral comprehensive examination.) For more information, please see the Portfolio Guidelines (2012) on the PhD in Education website: http://gse.gmu.edu/programs/phd/ .

Continuous Enrollment

PhD in Education students must meet all College of Education and Human Development enrollment requirements. They must enroll in at least one course towards their individual, approved program of study at least every other semester, not counting summers. It is strongly recommended, however, that students enroll in at least one course on their programs each Fall and Spring semester in order to complete the program within prescribed time limits. Students have five years to successfully complete all coursework and the Comprehensive Portfolio (third portfolio review). Time allowed to complete the coursework phase of the program assumes continuous, part-time enrollment and does not vary to accommodate those who enroll only in alternating semesters.

Students who fail to enroll in two consecutive semesters (summers are not counted) are declared inactive and must submit a re-enrollment request to the PhD in Education Director. Re-admission is neither automatic nor guaranteed.

PhD in Education students have a maximum of five years from the time of their enrollment in their first course to satisfactorily complete all coursework through the comprehensive portfolio assessment. Students who have not completed these requirements within a five-year period will be terminated from the program. An additional four years, starting from the date on which the student satisfactorily completes her/his comprehensive portfolio assessment are allowed to complete the doctoral dissertation (including oral defense of the dissertation). See also Enrollment and Time Limits.

Core Courses

All PhD in Education students must enroll in EDUC 800: Ways of Knowing. It is offered each Fall and Spring semester, and is only open to PhD in Education students. Students enroll in EDUC 800 as an entering class, developing and reinforcing a group identity and commitment to doctoral study.

Students must earn a B or better in EDUC 800 and EDRS 810. Any student who receives a grade of F in these courses will be terminated from the program. Those students who receive a B- or C in these courses must repeat the course and earn a final grade of at least a B. Those who

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fail to earn a B or better on a second attempt, will be terminated from the program. See also General Culture and Grading Policies.

Courses at Other Universities

Students may take up to 12 credits of doctoral-level coursework at other universities as part of their PhD in Education program of study provided these courses are appropriate to the initial approved Program of Study or are added to their program by student petition and appropriate action of the PhD in Education Office. Students must receive prior approval to taking a course elsewhere once enrolled in the PhD in Education program. In addition, permission of the George Mason University College of Education and Human Development (CEHD) to take such courses is required prior to taking them, even if they appear on an approved program of study. Forms for obtaining such permission may be obtained from the CEHD Office of Academic and Student Affairs (Thompson Hall, Suite 2300). Students must also complete the form, Graduate Permission to Study at Another Regionally Accredited U.S. Institution, which is available on the Registrar’s website. The deadlines for submission are listed on the form which requires approval of CEHD’s Student and Academic Affairs. See also Transfer of Credits.

Credits

Required

Ordinarily, the PhD in Education Program of study consists of 65 graduate credits beyond a master's degree. In specific cases, more or fewer credits may be required, depending on student's career goals, prior coursework, and assessed strengths and deficiencies. Under no circumstances can the doctoral program consist of fewer than 55 graduate credits beyond a master's degree, or more than 85 graduate credits beyond a bachelor's degree.

Transfer of Credits

Doctoral students may transfer up to 12 hours of graduate credit to their program of study, if (a) the coursework was undertaken no more than six years prior to admission to the PhD program, (b) the coursework was not applied to any previous degree, and (c) the coursework is deemed applicable to the student's doctoral program by the student's advising committee. Once the student has enrolled in the PhD in Education Program, prior written permission of the PhD in Education Program Director is required to take courses at another institution. In some limited cases, with approval of the PhD in Education Committee, more than 12 credits may be transferred.

Applicable Courses

All (100%) of the courses within the 36-credit specialization part of the program must be at the 800 level (waivers must be approved by the doctoral committee chair and the PhD in Education Program Director). This guideline does not preclude 800-level courses outside of CEHD in a student’s program of study.

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Dissertation

All students must satisfactorily complete a doctoral dissertation.

The dissertation is the capstone to the PhD in Education and culmination of doctoral study. Such work must clearly demonstrate PhD in Education candidates' abilities to apply principles of education to education-related problems in a chosen area of specialization. It must integrate knowledge of various disciplines with relevant educational practice and theory. The dissertation must also make a significant contribution to existing knowledge or practice in education.

To be acceptable, a PhD in Education dissertation must:

1. Address a clearly identified major societal or educational need or a major educational issue as derived from the testimony of experts, analysis of research, projection of trends, and other accepted sources;

2. Have implications for education beyond local school audiences, clients, or settings; 3. Be unique -- it should not be a repetition of something that already exists or that has been

accomplished in a student's earlier study; 4. Be scholarly -- it should be grounded in critically evaluated research and theory, and

presented in a form consistent with the highest standards of organization and writing or other appropriate form of communication;

5. Be clearly in the field of education (as broadly defined); 6. Have conceptual and analytical components; 7. Furnish tangible evidence that the student is able to produce new knowledge or a new

product for use in educational practice in a school, industrial, or governmental setting; and

8. Demonstrate that the student has improved or can improve the "state of the art" in educational practice, as opposed to only producing or adding to educational theory.

A PhD in Education dissertation must be original, new work and not replicated research or work completed prior to entering the PhD in Education Program or undertaken while in the program. It must also meet the standards of doctoral level scholarship and research. If a dissertation expands on prior research, it must go significantly beyond that work and do so in a manner appropriate to doctoral level research.

It is the responsibility of a student's Doctoral Dissertation Committee to ensure that a dissertation does not duplicate previous work by the student or others. In those instances where there appears to be duplication or where a dissertation or a proposed dissertation does not meet the stated standards of a doctoral dissertation, the PhD in Education Committee will determine the acceptability of the proposed dissertation and the final dissertation. Any GMU faculty member may request such action, in writing, by the PhD in Education Committee. The Committee will act only after consultation with the faculty and student involved and after any other inquiry it deems appropriate.

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Guidelines

To begin work on a PhD in Education doctoral dissertation, a student must have presented the dissertation proposal in an open faculty/student meeting, have received signed approval of the proposal with any required modifications by all dissertation committee members, and have received approval of the university's Institutional Review Board if the dissertation involves human subjects. Student work on a dissertation that is not in conformity with this policy cannot be counted toward completion of dissertation requirements.

For guidelines and procedures for completing the doctoral dissertation, see Dissertation Guide for the PhD in Education Program.

See also Advisors: Doctoral Dissertation Committee, Human Subjects Review, Dissertation Proposal Seminar, and Dissertation Research, herein.

Dissertation Proposal Seminar (EDUC 998)

Students must successfully complete their comprehensive portfolio assessment before registering for EDUC 998: Dissertation Proposal Seminar. The purpose of the EDUC 998 is to assist students in preparing their dissertation proposals. In this seminar, students generate:

1. A clearly defined problem statement or task; 2. A review of the research literature; and 3. A description of the methods that will be employed to address the research question.

To accomplish these goals, students prepare short reviews and statements, submit them for the analysis of their peers and provide feedback to fellow students about the quality of their reviews and statements. Developing the completed dissertation proposal, however, is the responsibility of the student and the doctoral dissertation committee. Procedures for developing a dissertation may be found in the Dissertation Guide for the PhD in Education Program.

All students must take at least three credits of EDUC 998 (001). Unless waived by prior approval of a written request from the student's doctoral dissertation advisor and approved by the PhD in Education Director, students must enroll in EDUC 998: Dissertation Proposal Seminar -- each semester after completing their comprehensive portfolio assessment until they have an approved dissertation proposal. Students will receive an IP (In Progress) grade in EDUC 998 (002) each semester until they have met this requirement. Students can apply up to 6 credits of EDUC 998 to the 12 hour research requirement (please see program of study). They receive an S grade (Satisfactory) in the course at the conclusion of the semester in which their proposal has been presented and approved by their dissertation committee.

If a student, along with the professor teaching EDUC 998 (001) and the chair of the student's dissertation committee, all agree that the student has derived sufficient benefit from the class meetings of EDUC 998 (001), but is not yet ready for a proposal presentation, the student may register for one credit of EDUC 998 (002) while working with the dissertation chair on a completed proposal. Students preparing their proposal must register for EDUC 998 002 each

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semester (Fall or Spring) until the proposal has been successfully defended and may also register for EDUC 998 002 during the Summer if their schedule so indicates or if the proposal is to be defended in the Summer. See also Dissertation.

Dissertation Credit (EDUC 999)

Once the Dissertation Proposal is defended successfully and approved by the doctoral dissertation committee, students must register for 3 credits each semester until they have completed 12 credits of EDUC 998 and EDUC 999. When the minimum is met, students must register for at least one credit of EDUC 999 each semester until the dissertation has been successfully defended, approved and submitted to the library. A minimum of 6 credits of EDUC 999, and a total of 12 credits of EDUC 998 and EDUC 999 combined are required. Students must be enrolled in EDUC 999 the semester in which they receive their degrees. See also Dissertation.

Enrollment

University Enrollment Rules: 

1. When students fail to enroll for two consecutive semesters (summers are not included) they are declared inactive. To register for courses after this, students must complete a re-enrollment form and be readmitted to the program by the Director of the PhD in Education Program. The Director is not obligated to readmit students. Reenrollment, if granted, is under the policies of the graduate catalog and PhD in Education Program requirements in force at the time of the reenrollment.

2. Students must be enrolled in the semester they graduate 3. At some point in PhD in Education study, students must be enrolled for two consecutive

semesters (for residency). 4. GMU requires continuous registration for at least one credit hour per semester from the

point that they commence work on their dissertation through graduation.

PhD in Education Enrollment Requirements:

1. Students have five years from their initial enrollment in the program to complete all coursework through the comprehensive portfolio assessment.

2. Students have four years from the date of passing their comprehensive portfolio assessment to satisfactorily complete their doctoral dissertation and oral defense.

3. Students must enroll in and satisfactorily complete EDUC 800 and EDRS 810 in the first two semesters following their admission to the program.

4. Students reenrolled after an absence of two or more consecutive semesters may be required to add courses to or otherwise modify their program of study. In such cases, the time limit for completing the program through the comprehensive portfolio assessment may be extended at the discretion of the PhD in Education Committee by a period of time equal to no more than the time during which the student was not enrolled, but in no case to exceed twelve months. If this extends beyond the GMU time limits, this extension must receive the approval of the Associate Dean or Associate Provost.

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5. Failure to enroll during any single semester no matter how many single semesters are missed does not extend the time limits for completing degree requirements.

6. Students must be in continuous enrollment for 1 or 3 credits of EDUC 998 (Dissertation Proposal Seminar) or at least 1 credit of Dissertation Research (EDUC 999) each semester after successfully completing the comprehensive portfolio assessment until graduation.

Foundation Courses

Two Foundation Courses are required for the PhD in Education Program:

EDUC 800: Ways of Knowing (3 credits) A study of methods used by various disciplines to establish knowledge, their assumptions and basic analytical concepts (required of all 1st semester students).

EDRS 810: Problems and Methods in Education Research (3 credits)An introductory course in education research methods. (This research methods class is required of all students by the end of the second semester of enrollment).

Grade Requirements

In addition to meeting all university and College grade requirements, PhD in Education students must also meet the following requirements:

1. PhD in Education students must maintain a minimum of 3.00 GPA2. PhD in Education program policy states a graduate student is terminated upon

accumulating either an F in two courses or upon accumulating six credits of unsatisfactory grades (C,F) in degree coursework

Any student who receives a grade of F in a core course (EDUC 800: Ways of Knowing or EDRS 810: Problems and Methods in Education Research) will be dismissed from the program. Students earning less than a B grade in either or both of these courses must repeat the course(s) and earn at least a B grade in each. See also Grading Policies.

Grading Policies

Grades of A+, A, A-,B+, B, B-, C, or F are given in all courses, except as follows:

1. A grade of IP (In Progress), rather than a grade of IN, (Incomplete) is given in any research course or internship (including EDUC 890, EDUC 994, EDUC 998, EDUC 999 or any discipline-800 research or research/writing course) where, for legitimate reasons, the student has not completed the assigned work by the conclusion of the course. IP grades are assigned only for extenuating circumstances beyond the control of the student. IP grades may not be given in other courses. IP grades must be replaced by final letter grades in all courses before students complete their comprehensive portfolio assessment or can be recommended for graduation.

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2. IN (Incomplete) grades are given in any non-research course which a student does not complete within the required time limits. These courses must be completed and all letter grades submitted within nine weeks of the start of the semester immediately following the semester in which the IN grade was given (summers do not count as semesters). If students do not complete their work by this time, the IN grade is automatically changed to an F (failing) grade.

3. A grade of S (Satisfactory/Pass) or NC (Unsatisfactory/Fail) may be given only in EDUC 998, or EDUC 999.

Any student who receives a grade of F in a core course (EDUC 800: Ways of Knowing or EDRS 810: Problems and Methods in Education Research) will be dismissed from the program. See also Grade Requirements.

Graduation Requirements

In order to satisfactorily complete the PhD in Education Program and receive the PhD in Education, a student must meet all requirements of the College of Education and Human Development (see catalog) as well as:

1. Satisfactorily complete all courses listed on the student's approved program of doctoral study.

2. Have at least a B average on all coursework included in the program of study. 3. Satisfactorily complete a comprehensive portfolio assessment.4. Satisfactorily complete an accepted dissertation and the oral defense of this dissertation.

The process of graduation is initiated by certification by a student's doctoral advisor of the student's completion of the dissertation. If all student coursework, examinations and other requirements have been completed, the PhD in Education Director confirms to the College of Education and Human Development that the student is ready to receive a PhD in Education degree. The Registrar’s Office reviews and affirms that all requirements have been met.

All graduation requirements must have been met by approximately March 31 - (the exact deadline is set by the College of Education and Human Development each year) - of the year in which the student expects to graduate, if the degree is to be awarded at the annual May commencement exercises of that year. For graduation at other times, appropriate College of Education and Human Development regulations and deadlines must be followed.

Applications for graduation and completed, approved dissertations must be filed by students with the College of Education and Human Development by the deadline. See the GMU Catalog and annual calendar for details. See also Enrollment.

Grievance Procedure

PhD in Education students who wish to appeal decisions on the application of doctoral policies and procedures, grades, or other matters affecting their academic progress, should follow the steps listed below:

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1. The student should discuss the matter with the instructor, advisor, or other faculty member involved in an effort to reach a mutually agreeable solution.

2. If a satisfactory solution is not reached, the student should write a letter to the PhD in Education Committee describing the issue, the nature of the appeal and efforts that have already been made to resolve the matter, and asking that an appeals committee be formed to consider the appeal.

3. The PhD in Education Committee will decide whether consideration should be given to the appeal. If their decision is affirmative, they will appoint a three-person ad hoc appeals committee, including two CEHD doctoral faculty members and one doctoral student (at the post-comprehensive stage of his/her study). This committee will investigate the matter. Normally, this investigation will include interviews with the student and faculty involved in the appeal. It is the responsibility of the doctoral student to present relevant documents and information in support of the appeal.

4. The appeals committee will present its recommendation to the PhD in Education Committee within two months of its appointment.

5. Final determination of appeals will need to be made by the College of Education (CEHD) Associate Dean and in some cases, the University Associate Provost.

Institutional Review Board (IRB)

All PhD in Education doctoral dissertations that are proposed to have human subjects, including their involvement as sources of information or testers for new instructional approaches, must receive clearance from the GMU Institutional Review Board (IRB) (following university policies and procedures). Such review and approval must be obtained in writing and in advance of beginning work on the dissertation. Final faculty approval of a dissertation requiring review board clearance is contingent on receipt of this approval.

It is the responsibility of the student to apply for and receive approval by the Institutional Review Board (IRB) of a proposed PhD in Education doctoral dissertation. Any dissertation undertaken without prior written approval will not be deemed to meet GMU or PhD in Education requirements and will not be authorized or sanctioned by the PhD in Education Director. Information for securing Institutional Review Board approval may be obtained from the Institutional Review Board at http://oria.gmu.edu/.

Independent Study

When the university does not offer a course in a specific subject required of a student's approved program of study, a student may arrange to study independently with a faculty member at the university. The university is not obligated to offer such courses. Guidelines and procedures for arranging such independent study may be found in Appendix A. Only independent study courses approved in advance by a student's doctoral advisor and the PhD in Education Program Director may be counted toward fulfillment of a student's program of study requirements. A maximum of 6 credits of Independent Study may be applied to a student’s program of study.

In undertaking independent study, students must prepare, in consultation with the potential Independent Study instructor, a proposal for the Independent Study. Further, they must submit

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one complete copy of the proposal, with required documentation, signatures and completed cover sheets, to the PhD in Education Director by the appropriate deadline (and are advised to retain a copy for their records).

1. For Independent Studies guidelines, procedures and form, students should download http://cehd.gmu.edu/assets/docs/forms/PhD%20Program/appendixa.pdf. Students should use this set as a master to duplicate cover pages as needed.

2. To prepare, in consultation with the potential Independent Study instructor, a proposal for the Independent Study in accordance with the specified requirements.

3. To submit one complete copy of the proposal, with required documentation, signatures and completed cover sheets, to the PhD in Education Director by the appropriate deadline. Students should retain one copy for themselves.

4. To revise or modify the proposal or develop alternative proposals, resubmitting requested revisions to the doctoral advising committee chairperson and the PhD in Education Director until approval is secured.

5. To register for the course in a timely and proper fashion. A completed individualized section form is required to register.

Independent study courses not approved in advance by the PhD in Education Director will not be considered as meeting PhD in Education Program requirements and may not be counted toward the PhD degree.

Internships

Internships are experiential learning opportunities in which a student works at a site or specific educational enterprise relevant to a student's program of study. All students have the option to add at least three credits of internship to their Program of Study, as appropriate. This internship must be in a setting other than the student's regular work setting. EDUC 994 is the required internship. A three-credit internship requires at least 100 hours of on-site, supervised experience. Additional internships are taken as EDUC 890 Doctoral Internship.

CEHD doctoral students who enroll in an internship that involves teaching an undergraduate or graduate course in CEHD are not eligible to be classified as the instructor of record or be paid for teaching the course. It is further recommended that if a doctoral student plans to independently teach in CEHD as part of her/his professional experience then she/he first completes a supervised teaching internship in accordance with the aforementioned policy.

Proposals for internships must be approved by a student's Chair and the PhD in Education Director at least one month prior to their being started. Students may enroll in internships only after they have completed one year of part-time study or one semester of full-time study in the program.

Students may work cooperatively with other PhD in Education students in an internship, if both/all students agree to the arrangement; however, no PhD in Education student may evaluate another PhD in Education student.

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Students have the same responsibilities in establishing internships as they do in securing pre-approval of independent studies (see above).

For internship guidelines, procedures and form, please go here:

http://cehd.gmu.edu/assets/docs/forms/PhD%20Program/appendixb.pdf .

Leave of Absence

Under extenuating circumstances a student may petition the PhD in Education Committee to approve a leave of absence from the program and extend to a given date the deadline for completing any phases of the program of study. In making such a petition the student must state precisely the plans for completing the program. A student's doctoral advisor must sign the petition before it is submitted by the student. The PhD in Education Committee is not obligated to approve any such petition. Extension of time limits must be approved by the Associate Dean of the College of Education and Human Development or Associate Provost.

See also Enrollment and Continuous Enrollment, as well as the GMU Graduate Catalog: http://catalog.gmu.edu/content.php?catoid=17&navoid=1315

Secondary Specialization

All students in the PhD in Education program in the College of Education and Human Development at George Mason University are required to have a secondary specialization in addition to a professional specialization of study in Education (see Professional Specialization). The purpose of the PhD secondary specialization requirement is to ensure that each student has adequate exposure to the concepts and research methods of a specialty or a coherent interdisciplinary field of study which is relevant to the field of specialization in Education.

Secondary specialization areas normally consist of 12 – 18 semester hours of credit. The secondary emphasis area of study provides an opportunity for advanced, intensive, and purposeful study in a particular specialty or a coherent interdisciplinary field of study. Accordingly, the requirements for the secondary specialization area require a rigorous inquiry and involvement in scholarly activities. Through this area of study, students may explore and become familiar with the analytical concepts and assumptions that distinguish a particular specialty from other areas of study. The student may also develop proficiency in the methods by which specialists develop and test knowledge.

Students generally achieve the goals of the secondary specialization in one of the following ways:

Secondary Specialization in CEHD

Secondary specializations may be selected from any of the academic specializations within the CEHD. However, the secondary specialization must be in a different program area than the student's professional specialization. The course requirements for these secondary specializations

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are established by program area committees and monitored by individual faculty members. Generally, the course requirements for discipline-based secondary concentrations include work both within the CEHD and other GMU schools, departments, and institutes. A faculty member in the designated program area serves as the student's secondary concentration area advisor.

Secondary Specialization in a Non-CEHD College, School, Department, or Institute

Students may select a secondary specialization from any GMU college, school, department or institute offering graduate programs in a specific area of study. The requirements for the secondary specialization are set and monitored by faculty in the administering department. A faculty member in the designated department serves as the student's secondary concentration area advisor.

Interdisciplinary Secondary Specialization

Secondary specialization can be individually designed across CEHD program areas and other GMU departments. Such secondary specialization should include a coherent rationale for the choice of specific coursework which meets the student's professional goals. The requirements for the secondary specialization must have the approval of a CEHD faculty member who serves as the student's secondary specialization area advisor.

Master's Degree as a Designated Secondary Specialization

Students who have earned a master's degree in a discipline other than the major area of program specialization may request using the master's degree in lieu of nine hours of the CEHD secondary specialization area requirement. The master's degree must have been awarded within the last six years prior to admission to the doctoral program. Approval of such waivers and any additional requirements will be determined by the PhD in Education Committee. A faculty member with expertise in the designated area should serve on the student's Program Advisory Committee.

Oral Examination / Defense

A public, oral examination follows submission of the student's final draft of the dissertation. In the oral examination the dissertation committee will discuss and critically evaluate the draft. Following this examination the student's dissertation committee determines whether the dissertation under examination is acceptable as submitted or needs further revision or work and the student is so notified. For details about this examination see Dissertation.

PhD in Education Committee

The PhD in Education Program is administered by an elected committee of faculty and the Director of the PhD in Education Program. The Senior Associate Dean of the College of Education and Human Development and the Associate Dean of Student Academic Affairs serve as Ex Officio to the committee. Faculty members are elected by their colleagues to the committee for two-year terms.

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The PhD in Education Committee establishes procedures and policies for conducting the PhD in Education Program, administers all policies regarding the program, recommends admission and termination of students, conducts periodic evaluations of the program, and, where necessary, resolves student grievances resulting from participating in the program. The Committee also approves new courses, proposes changes in the PhD in Education Program, and recommends special study for students it deems in need of such preparation. The PhD in Education Program Director acts in conjunction with and for the PhD in Education Committee in carrying out its responsibilities.

PhD in Education Office

The PhD in Education Program office is located in West 2200 and is open from 8:30 - 5:00 on weekdays, year round. The telephone number is (703) 993-2011; Fax: (703) 993-2063.

Professional Specialization

A professional specialization is a field of professional education which students choose as their major area of study. Such fields include, but are not limited to:

Early Childhood Education Education Leadership Education Policy Educational Psychology Exercise, Fitness and Health Promotion Higher Education International Education Learning Technologies Design Research Literacy and Reading Mathematics Education Leadership Multilingual/Multicultural Education Research Methodology Science Education Research Special Education Teaching and Teacher Education

Self-defined specializations are permitted, if university resources exist to support them. Generally, students take seven courses in their specialization as part of their individual programs of study. Occasionally a student will specialize in two fields, but such programs involve considerably more than the minimum number of credits required for completion of the degree.

Program Evaluation

The PhD in Education Program undergoes continuous formative evaluation. Students are encouraged to communicate ideas for program improvements to members of the PhD in Education Committee and to the PhD in Education Director as they see fit. In addition, periodic formal and informal evaluations of the program are conducted by the PhD in Education

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Committee. Feedback from all evaluations provides information used as the basis for changing various aspects of the program.

Program of Study

Each student prepares an individual program of study upon completing two semesters in the PhD in Education Program. This program of study constitutes a contract to complete specified instructional experiences.

Preparation

Students prepare their tentative programs of study during their first year in the program, with the aid and advice of their doctoral program advisory committee. Students meet with their advisors informally during this year to discuss and prepare their proposed programs. Completed program proposals signed by the students' advisors (one copy) must be submitted for approval to the PhD in Education Program Director by the end of student's third semester of study in the program.

Rationale

The program rationale section of the Program of Study form is very important. It is an argument for the proposed program. It normally consists of a claim (goal statement and assertion that the courses specified will help one accomplish that goal); explanation; evidence and reasons supporting the claim; and evidence and reasons negating any alternative claims. In terms of a student's program, a rationale must explicitly justify (with evidence, etc.) the professional education courses by telling why they are being taken and how they will help achieve the student's goal(s).

The rationale must communicate to the Director of the PhD in Education program as well as to professional educators the student's goal and how and why the proposed program will enable the student to achieve that goal. This requires clarity and detail as well as some length. A few lines or some general statements are insufficient for this purpose. The student's rationale must speak clearly and convincingly to faculty members who do not know the student. The goal and rationale must be clearly stated, must be coherent, and must demonstrate movement toward leadership in education.

There should be a demonstrated congruence between a rationale and the courses listed on a program. For instance, where a student indicates a desire to be a program evaluator, courses selected should clearly enable him/her to accomplish this goal. Where the College of Education and Human Development offers a course relevant to a goal, it should appear on the student's program unless stated or special reasons make it unnecessary. In the latter case, the rationale or an attached note should justify why the course is not included.

Approval

The PhD in Education Program Director reviews all proposed student programs of study. Once a program has been reviewed and approved by the Program Director, it serves as a contract

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between the student and the university. Although the university is not obligated to offer the courses included in the program, a reasonable effort is made to do so or to offer substitute courses or arrange for appropriate independent studies.

Modification

By prior mutual agreement of a student and the advising committee, additions, deletions and modifications may be requested in an existing program of study. To initiate this process, the student submits a written request, with supporting rationale and appropriate documentation (if any is needed), to the advisor who, after consulting with other members of the advising committee, endorses or rejects the request. Written endorsed requests are forwarded by the advisor to the PhD in Education Program Director who must act to approve the change before it can become final. No changes may be made in a student's program without prior written approval of the PhD in Education Program Director. All students programs are audited for the degree to which there is agreement with the University transcript. Inconsistencies may cause delays in graduation.

Completion

A program of study is deemed completed when the Office of the Registrar has recorded a final letter grade for all courses listed in the program of study. Please go to this website for the Program of Study form: http://gse.gmu.edu/programs/phd/forms/

Program of Study Approval Procedures

1. Faculty members are invited to serve as members of a student's Program Advising Committee by individual doctoral students.

2. The Program Advising Committee assists the student in preparing a program of study. 3. Following approval by the PhD in Education Director.

Re-Admission See Enrollment.

Registration

Students register for courses each semester as prescribed by University procedures. Only courses included in the student’s approved program of study count toward program requirements. However, students may register for and take any University courses they desire to take insofar as these courses are open to them.

Registration for independent studies, internships, and doctoral research (EDUC 998, EDUC 999) require completion of individualized section forms available from the PhD in Education office or the PhD website.

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Required Courses

The following courses are required of all PhD in Education students:

EDUC 800 Ways of Knowing (3 credits) EDRS 810 Problems and Methods in Education Research (3 credits) EDRS 811 Quantitative Methods of Educational Research (3 credits) EDRS 812 Qualitative Methods of Educational Research (3 credits) EDRS 8XX 2 Advanced Methods courses : 818, 820, 821, 822, 823, 824, 825, 826,

827, 828, 830, 831 EDUC 998 Dissertation Proposal Seminar (3 credits) EDUC 999 Dissertation Research (9 credits)

All students must:

1. Satisfactorily complete 18 - 24 credit hours in a professional specialization (EDUC 994: Advanced Internship, if taken, is included within these 24 hours)

2. Satisfactorily complete 12-18credit hours in a secondary specialization area of study

See also Competencies, Credits, and Enrollment.

NOTE: Students may be required to take undergraduate courses or graduate courses as prerequisites for courses included on their programs of study or to complete other coursework as preparation in areas where they are judged by their advisors to be deficient; such required courses at any level are not counted as part of a student's PhD in Education Program of study.

Requirements

Program requirements fall into four areas – courses, credits to be taken, enrollment, and grades. For details, see:

Credits Enrollment Grade Requirements Required Courses

Research Methods Courses

EDRS 810 Problems and Methods in Education Research (3 credits)

Before enrolling in EDRS 810, students must have completed EDRS 590 or a comparable introductory graduate level course in educational research (http://catalog.gmu.edu/). Most students will have had such a course as part of their Master’s degree program of study. All PhD in Education students must satisfactorily complete EDRS 810: Problems and Methods in Education Research to complete the PhD in Education Program. Students may use a similar

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research course taken elsewhere within five years of admission to the program in lieu of this course with the prior approval of her/his Doctoral Advising Committee and the PhD in Education Program Director.

This course is part of the PhD cohort class sequence, and must be taken by all 2nd semester students.

This course is a prerequisite to EDRS 811 (3 credits) and EDRS 812 (3 credits). All PhD in Education students must satisfactorily complete EDRS 811: Quantitative

Research Methods and 812 Qualitative Research Methods or their equivalents as agreed upon by their Doctoral Advising Committees and the PhD in Education Committee.

Students must complete an advanced research methods course in the methodological area of their anticipated dissertation research. For example, students anticipating using quantitative methods would take EDRS 821: Advanced Applications of Quantitative Research. The advanced research methods course is the only course that may be taken after the Comprehensive Portfolio Assessment and concurrently with EDUC 998.

Residency

Full time attention to doctoral study allows an opportunity for intense and in-depth immersion in intellectual study in a collegial atmosphere with development of consequent skills and insights. In many instances such goals are achieved by at least one year of full-time study and residency at the university. PhD in Education students are strongly encouraged to enroll for at least one academic year of full-time study to achieve the benefits of residency.

In the PhD in Education Program, residency may be achieved through continuous enrollment and through participation in a number of required courses and experiences open only to PhD in Education students and offered on a regular, recurring basis. These courses include core courses EDUC 800: Ways of Knowing) as well as EDUC 998 and three doctoral research courses (EDRS 810, EDRS 811, and EDRS 812). Through these courses, employed and experienced professionals develop and exercise a commitment to and immersion in doctoral level study.

Student Mentors

Each student can be assigned a student mentor during their first semester of study in the program. These mentors are PhD in Education students already established in the program with similar educational interests as the students to whom they are assigned. Mentors make themselves available for informal dialogue and guidance regarding the program.

Time Limits

Students have five years from their first enrollment in the PhD in Education Program to complete all pre-comprehensive portfolio assessments coursework (all coursework at the 800 level and lower) in their approved programs of study. Upon successful completion of the third and comprehensive portfolio presentation, students have four additional years to complete their dissertation requirements.

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Transfer of Credit

Students may apply credits for up to 12 semester hours of coursework beyond a Master's degree to PhD in Education Program requirements. Such coursework must be appropriately documented, have been from an accredited institution of higher education, and taken within the six years preceding enrollment in the PhD in Education Program. It must also be clearly related to the student's program goals as determined by the student's doctoral advising committee.

Credits applied to a student's program are subtracted from student program requirements and not shown on GMU doctoral program transcripts.

No more than 12 credits of coursework taken at other institutions prior to entering the PhD in Education Program and while in the PhD in Education Program may count toward PhD in Education Program requirements. See also Credits.

Ways of Knowing (EDUC 800)

This three credit course is required of all PhD in Education students during their 1st semester in the PhD in Education Program. The purpose of this course is to explore how different disciplines establish knowledge in order to develop an understanding of the nature of knowledge and how it is made. This course seeks to broaden one's perspective in a way that enables an appreciation of how one's perceptions of reality is conditioned and reflected by the ways that knowledge is made. It is also intended to equip students with additional perspectives through which to view their professional worlds.

Withdrawal from Courses

Students may withdraw from courses which they are currently taking but only under extreme circumstances and only by following GMU regulations and procedures.

Withdrawal from Program

Students may withdraw from the PhD in Education Program at any time by following the withdrawal procedures specified by the University. Notification of withdrawal should be made by the student by completing the form Voluntary Resignation from Graduate Academic Program form available on the Registrar’s Office website and submitting to the PhD in Education Director. Students who withdraw from the program may indicate their intention to also withdraw from all courses All university exit procedures should be completed as required. See also: http://catalog.gmu.edu/content.php?catoid=17&navoid=1315

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