EDP DoctoralHandbook

7/29/2019 EDP DoctoralHandbook

1/85

DOCTORAL STUDENT HANDBOOK

EDUCATIONAL

PSYCHOLOGY

2012 - 2013


2/85

Department of Educational Psychology Staff

SZB 504 -- 471-4155

Dr. Cindy Carlson, Department Chair([email protected])

Dr. Diane L. Schallert, Graduate Adviser([email protected])

Jena Crim [email protected] Executive AssistantEmployment/Appointments

Nicole Landes [email protected] Administrative AssociateRegistrationHuman Subjects/IRB Applications

Pam Larick [email protected] Admissions Coordinator

Regina Smuts [email protected] Administrative AssociateSchool Psychology & Counseling Psychology

Virginia Stockwell [email protected] Graduate CoordinatorStudent Matters

Regina Smuts

School Psychology &Counseling Psychology


3/85

TABLE OF CONTENTS

INTRODUCTION .................................................................................................................................. 2INSTITUTIONAL ORGANIZATION .................................................................................................. 3

Structure of the Graduate School ....................................................................................................... 3Structure of the Department of Educational Psychology ................................................................... 4

ADVISING AND REGISTRATION ..................................................................................................... 6Late Registration ............................................................................................................................ 6Dropping and Adding Courses ....................................................................................................... 6Continuous Registration ................................................................................................................. 7Full-Time Course Load.................................................................................................................. 7Maximum Course Load.................................................................................................................. 8Leave of Absence ............................................................................................................................ 8Timely Completion of Degree......................................................................................................... 8Academic Warning, Dismissal, and Termination........................................................................... 9Grades/Symbols ............................................................................................................................ 10

DOCTORAL DEGREE REQUIREMENTS........................................................................................ 11

Overview .......................................................................................................................................... 11Core Area Courses ............................................................................................................................ 11

Options for Completing Core Area Requirements ....................................................................... 13Methods Core Area ........................................................................................................................... 13Content Core Area ............................................................................................................................ 13Course Waivers: Area of Specialization and Out-of-Department Requirements ............................. 15Qualifying for Candidacy ................................................................................................................. 16

Required Coursework................................................................................................................... 16Qualifying Process ....................................................................................................................... 16Qualifying Process Submission Schedule..................................................................................... 17Written Examination..................................................................................................................... 18

Oral Examination ......................................................................................................................... 18Effects of Area Probation on Qualifying Process ........................................................................ 19Evaluation for Advancement to Candidacy .................................................................................. 20Rubrics for Evaluating the Qualifying Document and Exams ..................................................... 21Qualifying ProcessRatings Reports............................................................................................. 22

Admission to Doctoral Candidacy .................................................................................................... 23Application for Doctoral Candidacy ............................................................................................ 23Course Registration...................................................................................................................... 27Out-of-Department/Out-of-Area Courses .................................................................................... 27

Dissertation Process .......................................................................................................................... 28Dissertation Proposal and Proposal Meeting.............................................................................. 28Use of Human Subjects and the Institutional Review Board........................................................ 29Planning for Your Final Oral Meeting and Graduation .............................................................. 32

COMPLETING A MASTERS DEGREE EN ROUTE TO THE PHD .............................................. 34Transfer of Credit for Masters degree ............................................................................................. 34

FINANCIAL ASSISTANCE ............................................................................................................... 36Graduate School Fellowships ........................................................................................................... 36

Continuing Fellowships................................................................................................................ 36Harrington Dissertation Fellows Program.................................................................................. 36


4/85

Departmental and College of Education Scholarships and Fellowships .......................................... 37Criteria for Awards ...................................................................................................................... 37Nonresident Tuition Waivers for Fellowship Recipients.............................................................. 38

Additional Information for All Fellowship Recipients .................................................................... 38Employment as a Teaching Assistant, Assistant Instructor, Research Assistant ............................. 38

Qualifications for Employment..................................................................................................... 39Departmental Policies Governing TAs & AIs............................................................................ 40Appointment Process .................................................................................................................... 40Establishing Texas Residency....................................................................................................... 41Student Loans ............................................................................................................................... 42

STUDENT PROTECTIONS................................................................................................................ 43Student Grievance Procedure for Academic Complaints ................................................................. 43Petitions ............................................................................................................................................ 43University Policies Protecting Students ........................................................................................... 43Student Grievance Procedure for Non-academic Complaints .......................................................... 43TA/AI Grievances ............................................................................................................................ 44Office of the Ombudsperson ............................................................................................................ 44Disabilities ........................................................................................................................................ 44

STUDENT RESPONSIBILITIES........................................................................................................ 46Contact Information .......................................................................................................................... 46Scholastic Dishonesty ....................................................................................................................... 46Ethical Behavior ............................................................................................................................... 46Student Malpractice Insurance ......................................................................................................... 47

STUDENT OPPORTUNITIES ............................................................................................................ 48Research with Faculty ...................................................................................................................... 48

Guidelines for Authorship ............................................................................................................ 48Graduate Student Instructor Program ............................................................................................... 49Interdisciplinary Study ..................................................................................................................... 49

Doctoral Portfolio Programs ....................................................................................................... 49Ad Hoc Interdisciplinary Program............................................................................................... 49Dual Specialization ...................................................................................................................... 50

Professional Development Awards .................................................................................................. 50STUDENT SUPPORT SERVICES ................................................................................................. 51The Learning Technology Center (LTC) ......................................................................................... 51

Computer Services........................................................................................................................ 51Media Lab..................................................................................................................................... 51Wireless Computer Network......................................................................................................... 51

The Perry-Castaeda Library (PCL) ................................................................................................ 51Reserve Materials ......................................................................................................................... 52Copying/Duplicating Services ...................................................................................................... 52Library Searches .......................................................................................................................... 52

Graduate Student Writing Service .................................................................................................... 52International Office .......................................................................................................................... 52Parking Information .......................................................................................................................... 53UT Shuttle Buses .............................................................................................................................. 53Information Technology Services (ITS) ........................................................................................... 54Intellectual Entrepreneurship (IE) .................................................................................................... 54


5/85

Student Services Building ................................................................................................................ 55JOINING PROFESSIONAL ASSOCIATIONS .................................................................................. 56

American Psychological Association ............................................................................................... 56Texas Psychological Association ..................................................................................................... 56American Educational Research Association ................................................................................... 56

Appendix A Core Area Descriptions ................................................................................................. 57Appendix B Area and Program Information ..................................................................................... 66for the EDP Qualifying Process ........................................................................................................... 66Appendix C En-Route Masters Specialization Requirements ......................................................... 71Appendix D Samples of Dissertation Summary ................................................................................ 76Appendix E Forms for your Final Oral ............................................................................................. 78


6/85

GENERAL RESOURCE WEBSITES

Please make yourself familiar with the following resources!

Educational Psychology edpsych.edb.utexas.edu

UT General Information Bulletin utexas.edu/student/registrar/catalogs

Graduate Catalog utexas.edu/student/registrar/catalogs

Office of Graduate Studies (OGS) utexas.edu/ogs

OGS Forms and Instructions utexas.edu/ogs/pdn

Graduate Academic Policies utexas.edu/ogs/student_services/academic_policies

Graduate Student Assembly utgraduatestudentassembly.org

ITS Help/Information utexas.edu/its/help/index.php

(Information Technology Services)

Research Design and Quantitative www.utexas.edu/its/rc

Methods Help Desk

APA Style Manual apastyle.org

Legal Services for Students http://deanofstudents.utexas.edu/lss/

UT Administration utexas.edu/administration/

Campus Facts utexas.edu/opa/pubs/facts/index.php

Campus Watch - To subscribe utexas.edu/police/campuswatch/subscribe.php\

(daily reports of crime on campus)


7/85

INTRODUCTION

This handbook has been prepared by the Graduate Adviser and staff of the Department ofEducational Psychology (Department) to help Educational Psychology doctoral students progressthrough their degree programs as smoothly as possible.

Although this handbook is an excellent resource, it does not include complete information about areaof specialization requirements. Your faculty adviser and area chair/program director will be able toassist you with requirements not covered in this handbook.

This handbook does not contain complete information covered by General Information and TheGraduate Catalog. These are available at utexas.edu/student/registrar/catalogs and are importantresources with which students should become familiar. Too often, students rely on second-handinformation instead of becoming informed consumers, and this often leads to trouble at the worsttimes.

You are responsible for understanding the rules and policies that govern their academic degree. Thishandbook will assist in that process. You are advised to use all resources available to you and to planwell in advance to meet necessary deadlines. Always available to answer questions are the areachair/program director, the Graduate Coordinator, and the Graduate Adviser. Fellow students alsomay serve as an excellent resource. It is not recommended, however, that you rely on them entirely,because specialization, Department, and Graduate School policies and rules are dynamic, and theymay apply to one cohort of students but not another.

If you have any suggestions for revisions that would make the handbook more useful to you, pleasepass them along to the Graduate Adviser, Dr. Diane Schallert at [email protected] orto the Graduate Coordinator, Virginia Stockwell, at [email protected].

Diane Schallert,

Graduate Adviser

Virginia Stockwell,

Graduate Coordinator


8/85

INSTITUTIONALORGANIZATION

The Department of Educational Psychology (Department) is situated administratively within theCollege of Education. As a graduate student, however, you were admitted to both the Departmentand to the Graduate School of The University of Texas at Austin, because all graduate degrees are the

responsibility of the Graduate School. Thus, you are enrolled in the Graduate School, and your fieldof study within the Graduate School is Educational Psychology (when you receive your diploma, itwill be for a Doctor of Philosophy degree your field of study and area of specialization are onrecord in our office but will not appear on your diploma).

Structure of the Graduate School

The Graduate School is composed of the Office of Graduate Studies (OGS), which includes the VicePresident and Dean of Graduate Studies and her staff, and about 100 Graduate Studies Committees.The Vice President and Dean of Graduate Studies and the Graduate Assembly are responsible for

overall policy and for the quality of graduate work. Each department or field of study offering agraduate degree has a Graduate Studies Committee (GSC) that is composed of all active assistant,associate, and full professors (tenured and tenure-track faculty). The GSC sets policy and supervisesthe Department's graduate programs. It has an elected Chair of the GSC.

Each department on campus has a Chair who oversees the functioning of the department. Eachdepartment offering graduate work also has a Graduate Adviser (who serves as the administrativelink between the Office of Graduate Studies and the departments, programs, or schools), as well as aGraduate Coordinator (a staff member who assists the Graduate Adviser). The Graduate Adviser isnominated by the Department Chair and approved by the academic dean or deans involved in theprogram. In the Department of Educational Psychology, Dr. Cindy Carlson is the Department Chair,Dr. Diane Schallert is the Graduate Adviser, Dr. Chris McCarthy is the GSC Chair, and VirginiaStockwell is the Graduate Coordinator.

In addition to your Graduate Coordinator and Graduate Adviser, the Office of Graduate Studies(OGS) is the central source of information for graduate students. OGS is the office that administratesGraduate School matters and provides processes and guidelines for all stages of graduate study. OGSis located in the Main Building (Tower), Room 101.

The legislative body of the Graduate School is the Graduate Assembly, a group of approximately 30faculty members who are members of Graduate Studies Committees. Representatives are electedfrom among three groups of related academic disciplines. Six graduate students from degreeprograms across the Graduate School also serve as representatives on the Assembly (elected frommembers of the Graduate Student Assembly). Students from Educational Psychology sometimesserve in this capacity.

The student organization concerned with issues related to graduate study is the Graduate StudentAssembly (GSA). If you are interested in becoming a member, contact the Graduate Coordinator andshe will assist you with the process.


9/85

Structure of the Department of Educational Psychology

The structure of the Department is depicted on the general organizational chart (Figure 1). Althoughmostly self-explanatory, a brief explanation of several components follows.

The Graduate Studies Committee (GSC). The GSC includes all tenured and tenure-track teaching

faculty in the Department. The GSC establishes degree requirements and policies for departmentrequirements, student evaluations, advancement to candidacy, periodic student reviews, and othergraduate student matters. It elects a Chair and a Vice-Chair.

Student Representatives. Student representatives are elected by their fellow students to attend theGSC meetings for discussions related to departmental policy and requirements, to serve on StandingCommittees, and to provide some assistance for departmental functions. Two students represent eachof the following: the masters degree areas, School Psychology, Counseling Psychology, and thePh.D. academic areas. (All GSC discussion of specific student matters is confidential, and studentrepresentatives are not present at student evaluation or review meetings.)

GSC Executive Committee (GSC EC). The purpose of this group is to make decisions on studentmatters in an expeditious manner. The GSC EC decides on student petitions related to, for example,a leave of absence, waiver of department requirements, etc. The GSC EC is composed of the GSCChair and Vice-Chair, who are elected by the GSC every two years, and the Department Chair andGraduate Adviser, who serve as ex officio members.

Cindy Carlson, Chair


10/85

COLLEGE of EDUCATION

Manuel J. Justiz, Dean

OFFICE of GRADUATE STUDIES

Victoria RodriguezVice Provost and Dean

DEPARTMENT ofEDUCATIONAL PSYCHOLOGY

Cindy Carlson, Chair

Jena Crim, Executive Assistant

Nicole Landes, Administrative Associate

GRADUATE PROGRAM in

EDUCATIONAL PSYCHOLOGY

Diane Schallert, Graduate Adviser

Virginia Stockwell, Graduate Coordinator

GRADUATE STUDIES COMMITTEE (GSC)

All tenure/tenure track faculty

in Educational Psychology- - - - - - - -

GSC Executive Committee

Tasha Beretvas, ChairToni Falbo, Vice-Chair

Cindy Carlson, Dept. ChairDiane Schallert, Graduate Adviser

HUMAN DEVELOPMENT,CULTURE, &

LEARNING SCIENCES

Marilla Svinicki, Chair

Germine Awad

Keisha Bentley

Toni Falbo

Kristin Neff

Erika Patall

Diane Schallert

Marie-Anne Suizzo

Richard Valencia

Claire E. Weinstein

QUANTITATIVE METHODS

Keenan Pituch, Chair

Tasha Beretvas

Gary Borich

Barbara Dodd

Edmund Emmer

Tiffany Whittaker

SCHOOL PSYCHOLOGY

Timothy Keith,

Program Director

Greg Allen

Cindy Carlson

Stephanie Cawthon

Kevin Stark

Deborah Tharinger

ACADEMIC & ADMINISTRATIVE STRUCTURE EDUCATIONAL PSYCHOLOGY

DOCTORAL AREAS OF SPECIALIZATION

COUNSELINGPSYCHOLOGY

Christopher McCarthy,

Program Director

Ricardo Ainslie

Kevin Cokley

David Drum

Aaron Rochlen

Stephanie Rude

Alissa Sherry

DOCTORAL AREAS OF SPECIALIZATION


11/85

6

ADVISINGANDREGISTRATION

Students register for each semester and summer session through the Registrars Online Services(ROSE) at utexas.edu/student/registrar/registration.

In order to register, you must first obtain written faculty adviser approval for your courses. Take thatwritten approval to the front desk in the departmental office (SZB 504) to get cleared for registration.Being cleared for registration involves removal of the advising bar and course bars and placement onlists for courses. It is highly advisable to go immediately from advising to get cleared forregistration, because courses sometimes fill up and our own EDP students, who delay getting

cleared for registration, cannot get the courses they need.

Late Registration

Late registration is a serious matter. Because there are increasing budgetary issues, and because UT

receives no funding and supervising faculty receive no credit for students who register after the 12thclass day, students pay increasingly higher late registration fees, and the amount of paperwork (andlegwork) needed to register late escalates quickly. The Dean of the Graduate School will not grantpetitions for waivers of late registration fees.

If you register late (or forget to pay for your classes on time and, therefore, have to register late), youmust e-mail the Graduate Coordinator the circumstances that led to your late registration. Thesecircumstances will be reviewed by the Graduate Adviser and, if there is still space available in thecourses you need, and if she decides to petition the Dean to allow you to register late, you mustcomplete the late registration form (utexas.edu/ogs/pdn/pdf/pet_late_registration.pdf), get it signed bythe instructor(s), get the Graduate Advisers signature and the accompanying petition from the

Graduate Adviser, walk it to the Deans Office in the Main Building (Tower), and plan to spend sometime in three different Main Building offices and to pay the tuition, fees, and late fees the same day.

Dropping and Adding Courses

Students may drop or add courses (approved by their faculty advisers and cleared by Departmentstaff) through ROSE during the first four class days of a long semester and the first two class days ofsummer sessions.

Students may drop and add courses approved by their faculty advisers, and with the approval of thecourse instructor, through registration staff in SZB 504 during the fifth through twelfth class days of

the long semester and the third or fourth class days of summer sessions. After these periods, studentsare permitted to add classes only under exceptional circumstances. If you add a class late, you must e-mail the Graduate Coordinator the circumstances that led to your late course addition. Thesecircumstances will be reviewed by the Graduate Adviser and, if there is still space available in thecourses you need, and if she decides to petition the Dean to allow you to add the course late, you willneed to complete the late registration form (utexas.edu/ogs/pdn/pdf/pet_late_registration.pdf), get itsigned by the instructor(s), get the Graduate Advisers signature and accompanying petition from theGraduate Adviser, walk it to the Deans Office in the Main Building (Tower), and plan to spend sometime in Main Building offices and to pay the tuition, fees, and late fees the same day.


12/85

7

Graduate students may drop a class through the last class day of a semester, and the instructor willassign a symbol of Q (Quit) or F (Fail). The form you will need to drop a class can be obtained fromVirginia Stockwell in SZB 504. Because the form requires the signatures of both the instructor andthe Graduate Adviser, it is best to decide to drop a course before the last week of classes. If you waituntil the last week of class, you will need to walk the paperwork to OGS yourself in order to ensure

timely recording of the change.

Check your registration carefully! Please verify through ROSE, and with the instructor on the firstday of class, that you are, in fact, registered for the courses you intend to take. Several students havereceived an F or NC (no credit) grade at the end of a semester after diligently attending class andcompleting assignments, but for the wrong class! This typically happens for courses with the sameEDP course number, but different unique numbers, or for courses with the same names but differentEDP course numbers.

An F or NC grade cannot be changed except with approval of the Graduate Dean. The GraduateDean does not take kindly to petitions of this nature from the Graduate Adviser, as graduate students

are expected to be responsible and intelligent enough to ascertain they are in the correct class! Please,therefore, take the time each semester to be certain you register for the correct courses.

Continuous Registration

All students are expected to register and pay tuition and fees by the appropriate deadlines of the falland spring semesters of each academic year until graduation (this continuous registration rule doesnot apply to summer sessions). Once the doctoral student has been admitted to candidacy,registration for dissertation hours is required each long semester until completion of the final oraldefense meeting and graduation, whether or not the student is actually making any progress on thedissertation. A special exception exists only for Counseling Psychology and School Psychology

students who successfully defend prior to the fall semester in which their internship begins (see page26).

If a student who is not on approved leave of absence fails to register for courses by the twelfth classday, and fails to complete the late registration process for the semester, he/she may not return withoutapplying for readmission and paying the regular application fee. If the student is in candidacy, he/shemust also pay for the missed semester(s) of full-time enrollment, if readmitted, in addition to any latefees assessed by OGS. The application is reviewed by the area of specialization chair, who maychoose to readmit the student or to deny readmission.

Full-Time Course Load

Doctoral programs in Educational Psychology require full-time student status (at least nine hours)until the student has been approved for doctoral candidacy.

Full-time status is also necessary to receive most University fellowships, reside in Universityhousing, and be employed for an academic appointment (Teaching Assistant, Research Assistant,Assistant Instructor, etc.) Full-time student status is also required for visa permits for internationalstudents (until they reach candidacy) and is frequently required for student loans or deferment of


13/85

8

existing loans (check with your lender). Full-time registration in the summer, for the purposes ofhaving an academic appointment (TA, RA, AI, etc.) is three hours (either summer session).

Until the doctoral student enters candidacy, approval to take a reduced load (less than nine hours)requires a petition to the GSC Executive Committee (GSC EC) via the Graduate Adviser. Contactthe Graduate Coordinator for complete instructions.

Maximum Course Load

The maximum course load for a graduate student in the long semester is 15 hours and 12 hours acrossthe twelve weeks of summer sessions. A heavier course load must have the recommendation of theGraduate Adviser and approval of the Graduate Dean. Approval is granted only one time and undercertain circumstances. Contact the Graduate Coordinator if you need to take more than the maximumnumber of hours.

Leave of Absence

Requests for a leave of absence must be recommended by the area chair/program director and be

approved by the Graduate Adviser. Contact the Graduate Coordinator for instructions.

If a student has been admitted to candidacy for the doctoral degree, the GSC Executive Committee(GSC EC) and Graduate Dean must also approve a leave of absence. If the leave is approved by theGraduate Adviser and GSC EC, the Graduate Adviser will petition the Graduate Dean for approval.The Graduate Dean approves such leaves of absence only in rare and unusual circumstances(typically documented medical reasons and never for financial reasons).

A leave of absence must be requested and approved well in advance of the semester(s) for which it isrequested. Because there are several steps to the approval process, students should plan adequate timeto receive a decision.

A student on leave of absence may not use University facilities or receive advice from any member ofthe faculty.

To request a leave of absence, contact the Graduate Coordinator, Virginia Stockwell.

Timely Completion of Degree

Coursework (including courses used for the purpose of waiving degree requirements) to be includedin the program of work for the doctoral degree must have been completed within six years prior toadvancing to candidacy (although there may still be required coursework to be completed after filingfor candidacy). The area chair/program director, and Graduate Adviser must approve any exceptions.

Students have three years beyond admission to doctoral candidacy to complete the doctoral degree.After the three-year period, student progress will be reviewed annually by the Graduate StudiesCommittee (GSC), which may recommend additional coursework or termination if satisfactoryprogress is not being made. This recommendation is made to the Dean of the Graduate School.


14/85

9

99 (129) Hour Rule

The Texas legislature does not like slackers! Therefore, members passed a law imposing nonresidenttuition on all students (regardless of state residency classification) who exceed 99 hours forcompletion of the doctoral degree. Doctoral-level coursework is any coursework taken by a studentseeking a doctoral degree after the completion of thirty semester hours of graduate credit; therefore,

you will be subject to the 99 Hour Rule after you have completed 129 hours in your doctoral degreeprogram (The first 30 hours of graduate coursework are considered to be master's hours, regardless ifthey are taken in a master's or in a doctoral program).

NOTE: This rule does not apply to Counseling Psychology and School Psychology students --Based on national comparisons and standards requiring an excess of these hour limits, students inCounseling Psychology, School Psychology, and Clinical Psychology programs across the State ofTexas are exempt from the 99/129-hour rule.

Federal Financial Aid

All students who are receiving federal financial aid are subject to the "excessive hours" limitations ofthe Office of Student Financial Services. A Satisfactory Progress Appeal form must be filed andapproved in order for you to receive federal financial assistance if you exceed 40 hours for a master'sdegree, or 160 hours for doctoral degree (without a master's) and 140 hours for a doctoral degree(with a master's -- even if the master's degree is from another university, and regardless of how thedegree was financed). In addition, there is a maximum amount students may receive from federalfinancial aid. Further information can be found at finaid.utexas.edu or by contacting your StudentFinancial Services representative.

Academic Warning, Dismissal, and Termination

Registration in the Graduate School beyond the first semester or summer session depends on threefactors:

1) satisfactory progress in absolving any admission conditions;2) maintenance of a GPA of at least 3.0 in all graduate coursework; and3) approval of the students GSC.

A graduate student whose GPA falls below 3.0 will be warned by the Office of Graduate Studies(OGS). The student must attain a satisfactory GPA during the subsequent semester or be subject totermination. The student may not drop a course or withdraw from a course during this period withoutapproval of the Graduate Adviser and Graduate Dean.

Unless the course is only offered CR/NC, doctoral students must pass all courses used to satisfy

degree requirements with a letter grade of B- or better or retake the course (See, also, the

Doctoral Degree Requirement section).

NOTE: Students will be evaluated at least annually by their areas of specialization, and areas

have guidelines that govern probationary status. Students should contact their area

chair/program director to learn what circumstances can lead to probation.


15/85

10

The GSC may recommend termination if a student is not making satisfactory progress. An importantdetermination of satisfactory progress is whether a student has passed or failed the qualifyingexamination process. The GSC may give the option of completing a masters degree to doctoralstudents for whom termination is recommended. This option, however, is not automatic.

A student who has been dismissed or terminated may be readmitted to the Graduate School by

petition to the GSC of the previous department, or by petition to the GSC in another department.

Grades/Symbols

For graduate courses within the Department, students may receive the following symbols: lettergrades (A-F), credit/no credit (CR/NC), official withdrawal after the 12th class day (Q), temporarydelay in reporting of the final grade (X), permanent incomplete (I), and ongoing coursework (*).Some courses, such as Department-required core area courses, must be taken for a letter grade. Somecourses, frequently practicum or colloquium, are available only on a CR/NC basis. The ongoingcoursework symbol (*) is used for dissertation courses where a final grade is given upon completion.Although internship may be ongoing, it is given a CR/NC grade each semester. When a student fails

to complete the required assignments for a particular class, the instructor may elect to give the studenta temporary incomplete (X).

Incomplete Grades: Students receiving an X in a course must complete the necessary work forthe course before the last class day of the next long semester or the X will automatically convert to apermanent incomplete (I) on the students record. Once this occurs, it cannot be changed. Studentswho wish to be employed for an academic appointment (TA, AI, GRA, etc.) may acquire no

more than one X and one I, two Xs, or two Is. Seeutexas.edu/ogs/student_services/academic_policies/grades.html for more information.

Do not delay completion of your work for courses in which you receive an X. Your work must beturned in to the instructor by the last class day of the following long semester in order for theGraduate Dean to consider it completed on time. It is recommended that you follow up with yourinstructor to be sure that the grade change has been made officially.

Nicole Landes Re istration


16/85

11

DOCTORALDEGREEREQUIREMENTS

Overview

The flow chart on the next page depicts the Department requirements for a doctoral degree inEducational Psychology. Requirements include the following: six foundational (core area) courses

(which include comprehensive examinations); passing the pre-candidacy qualifying exam procedure;completing three out-of-department/area courses; completing additional area of specializationrequirements, including the specialized competency (set by the chair/program director of each area ofspecialization); and completing the dissertation and final oral. Each of these steps will be discussedbelow. Specific area of specialization requirements are available from the appropriate areachair/program director or assigned faculty adviser.

All department and area of specialization requirements must be completed for a letter grade unlesscredit/no credit is the only option. Two approved out-of-department/area courses can be completedcredit/no credit. Your area chair or assigned faculty adviser can assist you with acceptable options forthis coursework (courses cross-listed with EDP and taught by EDP faculty, and the course 398T from

other departments cannot be counted as out-of-department/area courses).

Core Area Courses

There are two core areas (Methods and Content) in which all Educational Psychology doctoralstudents are expected to demonstrate competence.

Students who wish to waive one of the core area courses must submit a waiver form (contactGraduate Coordinator to obtain form and instructions). The Core Area Committee will review thewaiver request and, if the waiver is not granted, the Committee will determine whether the studenthas the option to take a waiver exam (see Appendix A for core area descriptions, including more

information about the waiver and exam process).


17/85

12ANNUAL

STUDENT

REVIEW

QUALIFYING PROCESSADVISER SELECTED(work with adviser atleast 1 ear

QUALIFYINGDOCUMENT SUBMITTED

QUALIFYING EXAM S

EVALUATION BY THE GSC

TERMINATION

PossibleMasters

AREA PRE-CANDIDACY NON-

COURSEWORK REQUIREMENTS

SPECIALIZED COMPETENCY

APPROVED FOR CANDIDACY

Ph.D. inEducationalPsychology

CANDIDACY

DISSERTATION PROPOSAL MEETING

REMAINING COURSEWORK,

INCLUDING OUT-OF-DEPT. CLASSES

DISSERTATION AND FINAL ORAL

IRB PROCESS

INTERNSHIP (CP & SPSTUDENTS)

REQUIRED AREA/PROGRAM PRE-

QUALIFYING COURSEWORK

-- and ---

DEPT. PRE-QUALIFYING PROCESS CORE

AREA COURSES

3 courses each in Methods Core Area and

Content Core Area

REQUIREMENTS FOR GRADUATION


18/85

13

Options for Completing Core Area Requirements

Option 1: Completion of Core Area Courses

All doctoral students in Educational Psychology, regardless of area of specialization, must

demonstrate generalized competency. This is demonstrated by completing designated course work ineach of two core areas.

Methods Core Area

Two primary courses must be successfully completed (at least B-):

EDP # Course Name

482K Experimental Design and Statistical Inference

380P Psychometrics: Theory and Methods

Numerous secondary courses satisfy the rest of the Methods Core Area requirement. One

secondary course is required and must be taken after successful completion of the twoprimary courses.

Secondary course choices:

EDP # Course Name

382K Correlation and Regression

382K Survey of Multivariate Methods

380P Applied Psychometrics

380P Item Response Theory

380P Test and Scale Construction

384 Qualitative Research Methods

380P Evaluation Models and Techniques

Content Core Area

The following courses are approved to satisfy the Content Core Area requirement. Studentsmust successfully complete (at least B-) one course from each list and a third course fromeither list.

Learning courses:

EDP # Course Name

382L Psychology of Learning382L Motivation and Emotion

382L Instructional Psychology

Human Development & Social courses:

EDP # Course Name

381M Seminar in Social Psychology

385 Individual through the Life Cycle

385 Child and Adolescent Social and Cognitive Dev.


19/85

14

Option 2: Core Area Course Waiver

The GSC has approved a process for doctoral students to apply for a waiver from one or more corearea courses (Note: secondary Methods Core Area Courses cannot be waived). The goal is to allowstudents who have had prior graduate courses that are the equivalent of existing core area courses to

be excused from taking these again.

The core area course waiver process will take place during the fall semester of the first year of astudent's program. If a student chooses not to participate at this time, it will not be possible to do so infuture semesters. Following are the procedures to be followed (the waiver form can be obtained fromthe Graduate Coordinator):

1) The coursework must:a. Substantially duplicate the content of the core area course for which you seek a

waiver,b. Be graduate-level coursework,

c. Have been completed with a grade of B or better.

2) Submit a "portfolio" showing your work in the prior course(s). This portfolio should includeas many of the following items as possible:

a. Course description and course syllabus, including readings;b. Textbooks, papers, projects, and other assignments, including transcripts showing

grades you received;c. Exams and other indicators of proficiency, including grades you received.

3) Items missing from #2 should be summarized as best you can. Please be aware that a requestfor a waiver with no supporting material other than a transcript grade will not be successful,

because the reviewers will have no basis for judging the nature of the content or your level ofproficiency in it.

4) Submit these materials to the Graduate Coordinator's office (SZB 504) as soon as possible,but no later than 5pm the third Friday in September. Organize the materials carefully, with anindex, and be sure identifying information and a page number is on each item. Core areacourse waiver requests cannot be submitted after the students first semester.

5) A committee for each core area, appointed by the Graduate Adviser, will review the requestsfor waivers. This committee consists of faculty in the area who teach the core area courses,and other faculty as needed. Students will be notified in writing of the committee's decision.


20/85

15

Option 3: Core Area Course Waiver Exams

If a students core area course waiver request is denied, the core area committee may allow thestudent to take the corresponding core area course waiver exam.

Examinations will be provided each semester; however, students may take the examinations only

during their second and third semesters. Information about waiver exams is included in the core areadescriptions (see Appendix A).

Course Waivers: Area of Specialization and Out-of-Department Requirements

Students may seek to waive either out-of-department course requirements or area of specializationcourse requirements, if the courses meet appropriate criteria. These waiver requests should besubmitted as soon as possible in order to ensure approval for the program of work.

For the area of specialization course requirement waivers, the following procedures apply:

1) The coursework must:a. Substantially duplicate the content of the course or requirement for which you seek awaiver,

b. Be graduate-level coursework,c. Have been completed with a grade of B or better.

For both types of waivers:

2) Course waiver forms are available by e-mail request from the Graduate Coordinator, as wellas from the Counseling Psychology/School Psychology office. Submit the form to theappropriate faculty, as indicated on the form.

3) Submit whatever supporting documentation is requested by the appropriate faculty.

4) If approved by all appropriate faculty, submit the waiver to the Graduate Coordinator forinclusion in your student file and program of work.


21/85

16

Qualifying for Candidacy

Qualifying for doctoral candidacy is a multi-faceted process. Required core area courses (includingtheir comprehensive examinations) are an integral part of your qualifying process, as are the othercoursework you have completed, your annual student review, and any requirements your area ofspecialization may have.

Required Coursework

All doctoral students must register for two semesters of EDP 396T (Qualifying Process Research)before the end of the semester in which they go through the qualifying process.

Students must have successfully completed the six required core area courses during the semesterprior to the one in which they go through the qualifying process.

All coursework used to fulfill degree requirements must be taken for a grade unless the course

is offered CR/NC only. The exception to this are the two CR/NC out-of-area/department courses

allowed for EDP doctoral students.

Qualifying Process

1. Students turn in their qualifying document and take their exam(s) no later than their 7thsemester, unless a petition for an extension is approved by the GSC Executive Committeewith the support of the area of specialization. Students must have completed the qualifyingprocess in time to be evaluated at the regularly-scheduled fall or spring GSC meetings.

2. No later than their 4th semester, students should contact the Program Director or Area Chair todiscuss the selection of their qualifying process adviser.

3. Each student will have a qualifying process adviser, chosen in accordance with the processdeveloped by the students area of specialization. An evaluation committee, made up of twoadditional faculty, will be chosen by the adviser in consultation with the area and, whenneeded, in consultation with other EDP areas.

4. The written product that students submit must include a review of the literature and a proposalfor a data-based study. The document must be the students own work to the degree that itwould deserve first or sole authorship, and must be prepared under the supervision of a UT-Austin EDP faculty person.

5. An additional form of evaluation is required that must include an oral exam. Each area willdetermine if a written exam is included in the evaluation process (currently, all areas andprograms include a written exam except for School Psychology).

6. Recommendation for advancement to candidacy will be made to the GSC from the studentsarea.


22/85

17

Qualifying Process Submission Schedule

The schedule from submission of the qualifying document through oral examination is:

Title and Summary: The titles and summaries (less than 115 words, including include analyticmethod) are emailed to the Graduate Coordinator no later than 5:00 pm the third Tuesday inAugust and the first Thursday in January. The Graduate Coordinator compiles the summaries andsends it to Area Chairs and Program Directors so that final committee selections can be made.

Qualifying Document Due Date: Monday of the second full week of the semester in which thequalifying document is due.

Qualifying Written Examination: (for all areas except School Psychology) To be held on Fridayof the third full week of classes.

Qualifying Oral Examination: To be held by Wednesday of the sixth full week of the semester.

2012

Students beginning Fall 2012 Fall Spring Fall Spring Fall Spring Fall

QUALIFYING DOCUMENT DUE 5TH SEMESTER

Adviser assigned in August 20131st 396T or

2nd 396T or

Complete 6 required Core Area Courses

Turn in Qualifying Document

ORQUALIFYING DOCUMENT DUE 6TH SEMESTER

Adviser assigned in January 2014

1st 396T or

2nd 396Tor



ORQUALIFYING DOCUMENT DUE 7TH SEMESTER

Adviser assigned in August 2014

1st 396T or

2nd 396T or



2013 2014 2015


23/85

18

Evaluation Committee Report and Recommendation: To be delivered by the qualifying processadviser to the Graduate Adviser's office immediately following the oral examination.

GSC Vote: The Report and Recommendation of the evaluation committee is presented and actedon by the GSC on Friday of the sixth full week of the semester.

Written Examination

(not all areas and programs require a written examination)

After the qualifying document is turned in, faculty are not to advise the student about the document or

possible questions that may be asked on exams. However, the adviser should have one meeting with the

student about the general exam process.

The focus and purpose of the written examination is to obtain evidence that the student has gained athorough knowledge of the topic, along with powers of critical analysis in interpretation of thatknowledge, and skills of investigation or experimentation. You may be asked about any topic thatyou should have learned in one of the courses you have taken that a committee member is somehow

reminded of by reading your qualifying document, even if you did not write about it directly.

1) Examiners. The student's three-member committee serves as the qualifying process evaluatorsfor each student, with the students qualifying process adviser as one of these members andserving as chair.

2) Format. The written examination will consist of six essay questions, two submitted by eachcommittee member. The student is to answer three questions, one from each examiner, to beweighted equally. Each question is labeled with the name of the submitting faculty person;the entire exam is evaluated by all three members of the committee.

3) Administration. A group administration of each students written examination is scheduled ina Sanchez Building computer lab on the Friday of the second week following submission ofthe qualifying document. Students are not allowed to have any materials with them during thewritten examination.

4) Evaluation. Each member of the students evaluation committee independently evaluates thestudents entire written examination.

Oral Examination

After the qualifying document is turned in, faculty are not to advise the student about the document or

possible questions that may be asked on exams. However, the adviser should have one meeting with thestudent about the general exam process.

The qualifying oral examination will pursue the designated topic and research study, the student'sanswers on the written examination (if applicable), and any other matters relevant to determining thestudents readiness for admission to candidacy. You may be asked about any topic that you shouldhave learned in one of the courses you have taken that a committee member is somehow reminded ofby reading your qualifying document, even if you did not write about it directly.


24/85

19

1) Timing. The oral examination must be taken as soon as possible after the committee hasevaluated the written examination.

2) Administration. The members of the qualifying evaluation committee also serve as examinersfor the oral examination. It is the qualifying process advisers responsibility to schedule theoral exam. Students are allowed to have a copy of the written exam, the qualifying document,

and brief notes during the oral exam (other materials may be allowed by the qualifyingprocess adviser).

3) Evaluation. When the oral exam is concluded, the student is excused and each committeemember makes a rating of the exam, using the evaluation form provided for this purpose.The qualifying process adviser will inform the student of the committee recommendation tobe made to the GSC. No final determination is made about the students status until the GSCmeeting.

Effects of Area Probation on Qualifying Process

Information particular to each area of specializations qualifying process can be found in

Appendix B.


25/85

20

Evaluation for Advancement to Candidacy

The qualifying process adviser serves as chair and coordinator of the qualifying process committee.Each committee member reviews coursework the student has completed.

After evaluating all necessary evidence and discussing the case, the committee votes on the

recommendation to the GSC regarding the students suitability for advancement to candidacy. Therecommendation of the evaluation committee is by majority vote. If the vote is not unanimous, theevaluation committee will report the contrasting recommendations, and the reasons for them, to theGSC.

The four options available to the students evaluation committee and to the GSC members in makinga final decision about the student are as follows:

1) Continuation in the doctoral program with the recommendation for admission to candidacywhen the required 6 core area courses have been satisfactorily completed (check with yourarea of specialization regarding the specialized competency requirement and other pre-

candidacy requirements).

2) Continuation in the doctoral program with the recommendation for admission to doctoralcandidacy when the regular requirements and certain specified conditions have been metwithin a specified amount of time (usually one or two long semesters).

3) Termination, with permission to take a terminal masters degree: These students may registeronly for courses counted toward the masters degree.

4) Termination: These students may not reregister.

Evaluation committees recommendations are presented to the GSC for discussion and voting. TheGSC members take into consideration the committee's recommendation as well as the student'sacademic record in making a final decision. Final decisions are made by majority vote of the GSCfor each student. It is the responsibility of the students qualifying process adviser to convey thisdecision to the student at the earliest opportunity. Notification will also be sent directly to the studentregarding the GSCs decision.


26/85

21

Rubrics for Evaluating the Qualifying Document and Exams

Rubric for Rating the Qualifying Document

Any document receiving a rating of 2+ or less is considered not passing whereas a score of 3- or more is on the passing side of the scale.We recommend that you use the rating scale as follows: Most documents should receive a 3, a few may receive a 2 if they have

important problems that need to be addressed, a few may receive 4's if they are remarkable, and 5's should be given to the rare gem.

1 The document is incomplete with large sections missing or severely flawed. This rating makes it clear that the student will need to re-do the document.

2 Although all sections have been provided, the document has flaws that are serious enough to indicate the need for it to be re-done.Examples of major flaws: the review is truly too narrow in scope; proposed study has a clear flaw in design that the student would

benefit from re-thinking; connection between research questions, hypotheses, and proposed analyses is off in a major way.

2+ This rating (although still not a passing rating) is given when a document deserves a 2 except that its problems seem slightly lessdevastating than is implied by a rating of 2; with a 2+, there is clear indication that the reader is looking to the written exam (ifapplicable) and oral exams as avenues to assuage worries about the students understanding of the area and research process.

3- This rating indicates a document at a borderline pass; it fulfills requirements of a document deserving of a 3 but just barely; its

possible with a 3- that responses on the written and/or oral exams might reveal more major problems or much better understanding.

3 All required sections of the document are there and done well. The review of literature is broad and deep enough to represent a goodgrasp of an area of educational research and the research question(s) follow(s) from the literature review in a coherent, reasonably

well-argued way. Design and method are satisfactory and analyses proposed appropriate. There may be an oversight or less thanadequate feature of the review, design, or analyses but this flaw is compensated for by the strength of the project as a whole.

4 The document meets all the requirements as stated in 3 but there is, in addition, something remarkable and particularly well doneabout one or another of the sections of the document. There are no clear flaws, and the project is thoughtfully and gracefully executed.

5 Every aspect of the document is excellent. The approach is thoughtful and sophisticated, the writing has the proper tone and authority

for the area, and the proposed study is truly innovative, even cutting-edge.

Rubric for Rating the Written Exam

We would say that most written exams receive a 3, those with problems as specified below receive a 2, a few receive 4's if they are

remarkable, and 5's are given rather rarely. All members of the committee read all three answers, and the rating of the whole exam is aholistic impression of the full exam.

1 Answers are clearly not complete or do not address the point of the questions. One or more answer is entirely missing.

2 Every answer is there and represents a serious attempt at addressing the questions asked. However, one or more of the answers istruly weak (i.e., too brief, too incomplete, indicates a serious misunderstanding), and the responses that are not obviously flawed orweak are barely adequate.

2+ Answers meet the basic requirement of written exams deserving a 2 but one or more of the responses seems a little more adequate.

3- Answers to all three questions are adequate but barely so; or, one or two of the answers would easily get a 3 but one of the questions

shows some misunderstanding or misinformation that will need to be addressed in the oral exam.3 All three responses are to the point and bring in appropriate and relevant information to bear on the question. Good answers to all

three.

4 Answers are all very good, and one or two of them are impressive and bring in a fresh and interesting perspective.

5 All three answers are outstanding and represent the sort of thinking we would expect from our most advanced students.

Rubric for the Oral Exam

1 Student could not answer any substantive question posed and did not seem even to understand questions or to respond to hintsprovided by the faculty. A 1 would be given if a student so thoroughly freezes that the exam cannot proceed.

2 Student seems not to know perspectives or information associated with the qualifying document in particular and the general discipline

to which it belongs that we expect for someone at that stage. If a written exam was completed, student seems not to have tried tounderstand further issues or problems indicated by the questions asked on the written exam. These problems prevail across allquestions.

2+ Oral deserves a rating of 2 except that there seems to be a slightly better understanding than is implied by a straight 2 rating.

Nevertheless the oral performance is below a Pass criterion, and it is clear that major problems from other components of thequalifying process (the document or the written exam) are still unresolved.

3- Oral performance is barely above a Pass with adequate (but barely so) answers to issues raised.

3 Student seems to understand questions asked, is able to answer the questions adequately, and shows an ability to think on-the-spot.

Student is able to answer questions that come from the broader discipline represented by the qualifying document area.

4 Answers are thorough, right on the mark, and smoothly provided. There is no or little sense of defensiveness, and the student seemsto understand thoroughly what the research process involves.

5 The conversation at the oral is truly remarkable and impressive. The student seems to be very knowledgeable and thoughtful aboutthe area chosen for the qualifying document.


27/85

22

Qualifying ProcessRatings Reports

(Students appreciate your feedback and will receive a copy)

Student Name: Area: Semester/Year:

Committee Member:

Use the attached rubrics scale (1 5) to rate the following:

Document _____ Written exam _____ Oral exam _____

Use the N, A, E scale described below to rate the categories of the qualifying document:

N = Below expectations

A = Meets expectations

E = Exceeds expectations

Document Categories Rating Comments

Integrative Analysis

Breadth of review of literature, including strengthsand limitations

Appropriateness of literature to rationale

Accurate rendition of literature

Research Study

Methodological soundness (research questionsfollow from rationale, research design appropriately

follows from the questions, and procedure and data

analysis are sound)

Importance - project must make a contribution eitherof a theoretical or practical nature, or both.

Theoretical importance refers to advancing thedisciplines basic understanding of phenomena

Practical importance refers to findings fromthe study having the potential to provide real-

world solutions for important societal and

educational problems

Summative

Clarity of presentation (language allows reader to

understand the literature, rationale, and proposedstudy)

Overall conceptual coherence (integration oftheory and research findings with the proposed

research design)

Advice to student about feasibility of this project for a possible dissertation topic


28/85

23

If you will be completing an en-route master's degree after you finish the qualifying process, please

refer to page 34 and to Appendix C.

Admission to Doctoral Candidacy

Admission to doctoral candidacy represents the evaluation by the GSC that a student is appropriately

qualified to pursue original research in the form of the doctoral dissertation. Admission to candidacyincludes all of the following requirements:

1) Pass the pre-candidacy qualifying examination process and be recommended for admission tocandidacy by the qualifying exam committee, the students area/program, and the GSC.

2) Complete area pre-candidacy requirements (including the specialized competencyrequirement), which are determined by the chair/program director of each area, and may varyslightly, depending on the students proposed dissertation research.

In order to apply for candidacy, students must also have selected a supervisor for the dissertation,

selected a topic (sufficiently developed for a comprehensible dissertation summary to be submitted),and secured agreement from the proposed members of the dissertation committee that they will serve.

Application for Doctoral Candidacy

The Application for Doctoral Candidacy is comprised of three parts: Information about the student,including the committee membership; the dissertation summary; and the program of work. Thedepartmental approval process of the Application for Doctoral Candidacy includes the areachair/program director, all members of the dissertation committee, the Graduate Adviser, and theGSC Chair. Once approved at the departmental level, the student will be notified to apply on-line forthe OGS approval process. Both processes can take considerable time, especially during the summer

when many faculty are not available for approvals. Plan ahead!

Program of Work: Students are sent a copy of their program of work each year. This program ofwork includes completed courses, waivers, and requirements still to be completed.

Dissertation Summary: Students give the Graduate Coordinator a dissertation summary approved bytheir dissertation supervisor(s). This summary will be approved, also, by the GSC Chair andGraduate Adviser before becoming a part of the Application for Doctoral Candidacy.

The dissertation summary should be concise (no more than 4300 characters, including spaces), andwritten in language understandable to the average educated layman. The first paragraph should

provide background, problem statement, relevant theory, and purpose of the proposed research. Thesecond paragraph should address methodology, including the number of subjects and data analysisstrategy. Students may add a final paragraph or sentences regarding expected results and/orimportance of the research. Citations are not necessary. Sample summaries are included inAppendix D.


29/85

24

Committee Membership: Membership of the dissertation committee is proposed by the student inconsultation with the dissertation faculty supervisor and with approval of the Graduate Adviser. Thedissertation committee advises on the research and writing of the dissertation. The supervisorordinarily acts as the direct supervisor of the students work. Other members should be consultedwhen appropriate to their interest and expertise.

Committees must have at least five members. Three of those members, including the supervisor,must be GSC members (tenure-track faculty) in Educational Psychology. The Department requiresthat at least one of your dissertation committee members be a full professor in EducationalPsychology. The Department strongly recommends that at least two of your committee members befrom your area of specialization, and that at least one committee member have expertise in yourresearch methodology. Check with your proposed dissertation supervisor, also, about any area orrequirements for dissertation committee membership.

One committee member must be from outside the Department of Educational Psychology. If astudent elects to have a scholar from off-campus serve on the dissertation committee, the scholarmust e-mail his/her vita to the Graduate Coordinator, as well as a completed no-expense form

verifying his/her ability to serve on the committee at no expense to UT (form can be obtained fromGraduate Coordinator). The student must also email to the Graduate Coordinator a short statementabout the expertise the member brings to the committee, and why that expertise cannot be providedby a UT faculty member. An off-campus committee member must also be appropriately credentialedto serve on a dissertation committee (i.e., have a Ph.D., J.D., or M.D. degree).

Students may elect to have dissertation co-supervisors. One reason to have co-supervisors is if astudent is collaborating on research and data collection with a faculty member outside of theDepartment. In that case, the out-of-department co-supervisor serves as the primary researchsupervisor and the Department co-supervisor serves as a secondary research supervisor.

TIP: Students have found that a key factor in building a successful committee isearly identification of faculty members. Faculty members are often unavailable to discuss

possible committee membership during the summer, for example, or may already be serving onmultiple dissertation committees. A more extensive search than originally planned may be required.

Your proposal is not the same as your qualifying document. Instead, the dissertation proposal isbasically the first three chapters of your dissertation. You will be working with your dissertationsupervisor on your dissertation proposal.

Students obtain approval for committee membership and send the names of the members to theGraduate Coordinator, who uses the list as a part of the Application for Doctoral Candidacy.

After the Graduate Coordinator receives the approved summary and list of dissertation members, shewill compile the Application for Candidacy and post it in UTs secure Webspace for reviews andapprovals. After all reviews and approvals are received by the Graduate Coordinator, she will informthe student s/he may hold a dissertation proposal meeting and apply on-line for candidacy at theGraduate School.


30/85

25

THE BASICS: ADMISSION TO DOCTORAL CANDIDACY

Graduate Coordinator (GC) compiles program of work annually and sends to

student for review.

Student --Passes qualifying process and area requirements, including

specialized competency.

Writes summary:o no more than 4300 characters, including spaceso no fancy formattingo include your sample size

o include your methodology (e.g. , specific measures you intend to use,the statistical analysis, procedure for data gathering, if appropriate)

Obtains approval from dissertation supervisor for summary and sends to

GC

Obtains agreement from committee members to serve and then sends list

to GC

GC -- Obtains approval for summary from GSC Chair and Graduate Adviser

Student -- Makes revisions, if needed

GC -- Compiles Application for Candidacy and posts to secure website

Student approves

GC -- Obtains approvals from Area Chair/Program Director, GSC Chair,

Graduate Adviser, and committee members

Notifies student to apply on-line with OGS and schedule dissertation

proposal meeting (not necessary to wait for OGS approval for proposal

meeting to be held)


31/85

26

Complete All Requirements for Admission to Candidacy

RECOMMENDED FOR CANDIDACY BY GSC

Select Temporary Dissertation Committee Supervisor

APPLICATION APPROVED BY DEAN OF GRADUATE STUDIES

Complete Dissertation Proposal

DISSERTATION PROPOSAL MEETING

Proposal

Approved? no

yes

OBTAIN INSTITUTIONAL REVIEW BOARD APPROVAL

Conduct Study, Analyze Data, Write Dissertation Draft

Submit Final Dissertation Draft to Committee Members

Submit Request for Final Oral to Office of Graduate Studies

FINAL ORAL EXAM ON DISSERTATION

DissertationApproved?

no

File Electronic Copy of Dissertation with Office of Graduate Studies

Register for EDP 395(s)

Change EDP 395(s) to EDP x99R

Continuous

registration

in x99W

each

long

semester

until

dissertation

is defended

and

approvedyes

Select Supervisor and Committee Members

Submit approved dissertation summary

GUIDELINES for FILING for CANDIDACY throu h GRADUATION


32/85

27

Course Registration

Once admitted to candidacy, the student must enroll each long semester in the dissertation courseuntil the final oral defense meeting is successfully completed and the dissertation is submitted to theGraduate School. Students need not enroll in the summer for dissertation unless they are, in fact,actively working on their dissertation and using the time of their supervisor or committee members

(this includes conducting the dissertation proposal meeting).

The first semester, students must enroll in EDP 399R/699R/999R (the R stands for Reading). (Thedifferent numbers reflect the number of hours the student selects, which varies depending on the needfor UT-based scholarships, employment, or housing; non-UT-based grants and scholarships; or loan-based funding. Students must contact the specific grantor for more information.) Following the firstsemester of dissertation course enrollment, the student consistently enrolls in EDP399W/699W/999W (the W stands for Writing). (Enrollment in 399W does not mean you get to stopreading literature relevant to your dissertation!)

For students who would like to begin work on their dissertation, but are not yet admitted to

candidacy: Register for EDP 395 under the supervision of the proposed dissertation supervisor. If thestudents candidacy papers are approved by OGS in the first 6 weeks of a semester, EDP 395 will bedropped and dissertation hours (EDP x99R) will be added for that semester.

Note: School Psychology and Counseling Psychology students who defend their dissertations

during the spring or summer prior to their internship (prior to the first day of fall semester classes) donot have to register for dissertation hours throughout their internship. These students will not turn intheir dissertations to the Graduate School until the last summer/semester of their internship. Theyare, however, responsible for making any corrections to their dissertations in as short a time aspossible. Under these circumstances, if a student is not ready to upload the dissertation and graduatethe last summer/semester of internship, that student will be responsible for registration and paymentof all missed sessions of dissertation hours.

Out-of-Department/Out-of-Area Courses

The purpose of out-of-department/area courses is to augment the program of work with the

interdisciplinary perspective that is appropriate to most areas of study. Two approved out-of-department/area courses may be taken credit/no credit. One approved upper-division course may beincluded. Educational Psychology courses that are cross-listed in other departments and taughtby EDP faculty, or 398T taught in other departments, may not be counted as out-of-department

courses.

Once students are admitted to candidacy by OGS and are registered for dissertation hours,

they may apply for a study room in the PCL. These study rooms usually have a desk and a

drawer, a bookshelf, and two chairs. (Occasionally, students have to share a study room with

one other graduate student.)


33/85

28

Dissertation Process

A candidate for the Ph.D. degree is expected to complete the dissertation requirement within threeyears after admission to candidacy. During one of the semesters after being advanced to candidacy,the student must enroll in EDP 196: Colloquium-Doctoral Research, which consists of individualpresentations by students of their dissertation research. EDP 196: Colloquium-Doctoral Research is

offered every long semester.

Dissertation Writing Resources webspace.utexas.edu/cherwitz/www/ie/disslist.html

Dissertation Templates http://www.utexas.edu/ogs/pdn/downloads

Dissertation Proposal and Proposal Meeting

Students complete their dissertation proposal under the supervision of their dissertation supervisor.Generally, the dissertation proposal consists of the first three chapters of the dissertation:Introduction; Literature Review; and Method.

Introduction The first chapter should explain why your study is necessary, and should be about 10pages.

Literature Review When working on this chapter (20-40 pages), be very careful to writeeverything in your own words. Occasionally, a student who has worked very long and hardreviewing and making notes will include wording but forget the source of those words.

Method This section is 10-20 pages and presents your methodology.

Dissertations in the Department of Educational Psychology must be written in accordance with APAstyle. Therefore, it is essential that students obtain and follow closely the Publication Manual (6th

Ed.), American Psychological Association (available at apa.org/books/4200061.html).

Other good resources for writing the dissertation proposal include:

Cone, J. D. & Foster, S. L. (1999). Dissertations and Theses from Start to Finish in Psychologyand Related Fields. American Psychological Association (available at apa.org).

Patton, J. L. (2000). Proposing Empirical Research. Pyrczak Publishing. (P.O. Box 39731, LosAngeles, CA 90039).

When the dissertation supervisor and committee members agree that the proposal is close tocompletion, the student should schedule the dissertation proposal meeting. The dissertation proposal

meeting is an examination of the proposal and proposed study by the committee as a whole. It is alsoa collaborative work session in which potential problems in the proposal can be faced and addressed.It might help to think of the dissertation committee as the board of directors who are approving theproposed project. You have named them to your board because of their expertise to advise you,which means they are likely to have some ideas for revision of your proposed dissertation summary.Occasionally, the dissertation committee will view the revisions necessary to the proposal to besubstantial, and the members will request a second dissertation proposal meeting. More commonly,the outcome of this meeting will be approval of the dissertation proposal with revisions that should bedocumented by the student and the supervisor.


34/85

29

Please note that decisions made at the dissertation proposal meeting are obligatory. To changedecisions determined at this meeting (e.g., sample size, measurement devices), it is appropriate tocommunicate with all committee members and obtain their consent. Any change in committee, mustgo through a formal process for approval (contact the Graduate Coordinator for instructions).

TIP: Be sure to start early in scheduling the dissertation proposal meeting. Once yourcommittee members agree on a time, you may schedule a room for your dissertationproposal meeting through one of the staff in SZB 504.

Your committee members should receive a full copy of the dissertation proposal at least two weeksbefore the meeting is scheduled.

Some students have said that the hardest part of their entire dissertation process was getting fivefaculty schedules coordinated for a single two-hour period. (Have you heard the joke about facultycooperation? it is akin to herding stray cats.)

The form that must be submitted (can be given to the Graduate Coordinator) after your proposalmeeting includes information regarding the success of your proposal, or any conditions you mustsatisfy.

While working on the dissertation, you must remember to complete all remaining departmental

and area of specialization requirements, as well as to register continuously for the dissertation hours.

Use of Human Subjects and the Institutional Review Board

With approval from your committee at the dissertation proposal meeting, you are ready to carrythrough with the data collection and analyses for your dissertation. It is expected that you will

continue to do so under the close supervision of your dissertation supervisor. Under mostcircumstances, students are not allowed to begin data collection in connection with their dissertationuntil they have conducted a successful dissertation proposal meeting.

Researchers should become familiar with the IRB (Institutional Review Board Procedures Manual forFaculty, Staff and Student Researchers with Human Participants --utexas.edu/research/rsc/humansubjects/policies/index.html.

All dissertations that involve data from human participants now require filing an application with TheUniversitys IRB, so you should discuss this with your dissertation supervisor early in yourdissertation process. If you are using existing data, you may contact the IRB directly (471-8871) to

find out how to proceed. Approval to be excluded from the application process is done on a case-by-case basis only by the IRB.

Educational Psychology student researchers who propose to engage in any research, demonstration,development, or other activity involving the use of human subjects must have prior review andapproval of that activity by EDPs Departmental Review Committee (DRC), which is the officially-designated representative of the IRB. Student researchers gain the approval of the DRC bysubmitting an application to the IRB on its website. The EDP DRC is then notified and the studentsapplication is reviewed by the three faculty who comprise the EDP DRC.


35/85

30

All research projects will fall into one of three categories:Exempt and Expedited (Minimal Risk subject to expedited IRB review procedure)*Full Board (More than Minimal Risk -- subject to Full Board review

*these categories are further explained at research/rsc/humansubjects/policies/section6.html.

TIP: Under Step 2, #3, Department Review Chair, enter Toni Falbos EID

(FALBOTL); for #4, Research Assistant/Project Coordinator, enter Nicole LandesEID (LANDESNL).

Nicole will submit a copy of your proposal to the DRC for approval. Once the DRC

has approved your study, it is automatically submitted to the IRB for approval.

In order to receive approval, you must complete the on-line training found atutexas.edu/research/rsc/humansubjects/training/index.html .

The User Guide is available at utexas.edu/research/rsc/humansubjects/userguide.html.

Tips for completing the application are available at

utexas.edu/research/rsc/humanresearch/users_guide/stepbysteptips.php.

FAQs are located at utexas.edu/research/rsc/humansubjects/faqs/index.html.

If your project must receive Full Board review, other deadlines apply. The Universitys IRBmeets once a month for Full Board reviews, and the deadline for submission of materials is very strictand well in advance of the meeting. If revisions are necessary, a second IRB review will take place.The deadline schedule can be found atutexas.edu/research/rsc/humanresearch/dates_deadlines/deadlines.php. For questions aboutdeadlines, email [email protected] or call 471-8871.

You will be working closely with your dissertation supervisor, who is a good resource. In addition,complete, up-to-date information is available at utexas.edu/research/rsc/humanresearch/index.html.

Departmental Subject Pool

In conducting original research and/or completing the dissertation, student researchers may requestthe use of the Departments subject pool. Students in selected EDP courses will constitute the pool:371 (Introduction to Statistics), 363 (Human Sexuality), 363M (Adolescent Development), and 310(Individual Learning Skills).

How to Obtain Student Subjects. Application to the subject pool must be completed by the principal

investigator on-line athttp://www.edb.utexas.edu/education/departments/edp/curriculum/subjectpool/researchers/. Once theapplication is complete, select Print Request Form. Attach any measures used to the hard copy of thecompleted form and submit the hard copy to Nicole Landes (SZB 504) no later than 5 p.m. on the12th class day*. She will submit all requests to the TA/Subject Pool Coordinator assigned to assistthe committee and coordinate activities.

*Specialized Subject Requests. Because subjects now register on the EDP website, they cansometimes be assigned based on demographic characteristics (e.g., Male, Hispanic, Sophomore).


36/85

31

You may also post your own potential screening questions or criteria, but all such submissions mustbe in to Dr. Diane Schallert ([email protected]), Chair of the Subject Pool Committee, byWednesday, one week prior to the beginning of classes, to allow time for inclusion on the website.You should include no more than five questions. All questions will be reviewed by the Chair of theSubject Pool Committee before being added to the website. They will not be added if there appearsto be any psychological risks or issues of confidentiality about administering them to the entire pool

of potential subjects.

Note: You are not allowed to enroll participants or collect data for your study until youvereceived final IRB approval. Your study must be approved by the EDP DRC by the 12

th class day inorder to submit the request, and you must have received IRB approval by the third Friday of thesemester in order to be assigned participants. It is, therefore, very important to begin the IRB processas early as possible. The Subject Pool Committee (SPC) will meet after the 12th class day to allocatesubjects for the different studies.

Conduct of the Researcher. You are expected to adhere to APA standards in the conduct of the study.Please consult the APA publication, "Ethical Principles of Psychologists" for more information

(apa.org/ethics/code.html). Also, please observe the following procedures:

1) You must provide ample opportunities fo

Documents

EDP DoctoralHandbook