Program Phases and Constructs

Determining Purpose and Setting Goals for the Program

Before planning the program, doctoral students should meet with their doctoral advisor to determine their purpose of pursuing a doctoral degree and to set preliminary goals to be obtained at the end of the program. Then, with the advice of the program committee, the advisors and the students build a program that addresses those goals and purposes.

Planning the Program of Study

Each applicant for the doctorate is expected to take such courses as may be required for the advancement of scholarship in general and for training in his/her field of specialization. The major professor shall design a program of study to fit the needs of the individual student subject to approval by the department's graduate program committee and/or department chair. This program may be modified at any time upon the recommendation of the Doctoral Program Chair and approval of the Department Head and the Associate Dean for Research.

All courses offered by the University, at any level and in any school, shall be accessible to the doctoral student, subject to approval by the instructors. The student is expected to receive high marks in these courses; grades lower than "B" will usually be regarded as evidence of poor scholarship and may bar the student from admission to candidacy.

Students and their respective Program Committee Chairs will work together to define and clarify the students' specialty areas. All programs across the CEHD must allow the student to attain the appropriate skills of the Core Constructs of:

• Inquiry (Knowledge of Field, Knowledge of Human Development and Learning, Research and Scholarship),
• Action (Leadership and Collaboration), and
• Advocacy (Social Justice and Equity, Synthesis and Application).

All programs integrate practical and research experiences appropriate to the specialty course of study. The respective Program Committees verify by signature that individual programs meet the common criteria of all doctoral programs across the CEHD.

Ph.D. vs. Ed.D.

The doctoral programs in CEHD include both Ph.D. and Ed.D. The Ph.D. has a research focus on the discovery of new knowledge whereas the Ed.D. has a research focus on the application of new knowledge. Typically, a Ph.D. is pursued by those seeking a career in higher education whereas an Ed.D is more appropriate for those seeking administrative or curricular positions. Ed.D. admissions may place more emphasis on professional accomplishment as an important criterion for admit decisions. See the Apendix for a more detailed description of the Ed.D.

Bachelors plus 90 vs. Masters plus 60

Two program formats are available for these degrees: Bachelors plus 90 or Masters plus 60. All students may consider either format. In the both formats, the total number of hours is a minimum, not a maximum figure; that is, the coursework is designed to prepare students to reach their goals rather than simply taking a fully pre-determined set of classes. The Bachelors plus 90 format uses the bachelors degree as an educational base and counts previously taken graduate courses towards the 90 hour minimum as they are appropriate for the student's doctoral program. The Masters plus 60 format uses the masters degree as an educational base and builds a program to meet the 60 hour minimum. In this format, the Masters program replaces the elective component of the doctoral program. See Proposed Program Forms (Form A: 90 hour minimum program [PDF]; Form B: Master's Degree prerequisite plus 60 hours minimum program [PDF]) program formats. See program departments for specialty examples. Finally, be sure to discuss the possibilities with your major advisor.

Filing of Program of Study

Student programs are submitted to the Associate Dean of Research who in turn files the programs in the EAC and with the graduate school. Students and their respective Committees are expected to define and file an approved program by the end of the student’s 2nd semester of enrollment.

Changing of Program Chair and/or Program Committee

After students become knowledgeable about the program, department, and department faculty research interests, they may request a change in their program chair, program committee or both to best match their research interests. Such changes may take place with the approval of the department chair and the Associate Dean for Research. (See the Change of Advisor Form) [DOC].

Time Limits

Typically students should complete all coursework, pass the comprehensive exams and complete all dissertation hours within five years of admission. Students enrolled in a BA to PHD Program will likely require an additional year or about six years total.

Extensions

Requests for extension of time must be submitted in writing to the Chair or Graduate Coordinator of the student’s department. Once reviewed by the department, the request, with supporting documentation, is forwarded to the Associate Dean for Research. The Associate makes the extension request to Graduate Dean for his review. While extensions of time are rare, each request is reviewed thoroughly with an appropriate outcome communicated to all interested parties. Students must be considered in good standing for the request to be considered.

Core Constructs of Doctoral Programs in CEHD

I. Inquiry

Inquiry is not merely performance by CEHD candidates engaging in the skills of inquiry, but also it is the deeper metacognitive understandings of how, when, and why to use inquiry skills. Metacognition abilities, often enhanced by structured reflection, are critical for enabling CEHD candidates to engage independently in inquiry. A cornerstone of inquiry is the idea of a thesis, or question, and potential evidence that bears on it. The process of constructing sound, logical arguments depends on the ability to ask good questions. CEHD candidates will combine the knowledge of their field and of human development and learning to inform their scholarship pursuits and research questions.

Knowledge of Field
CEHD candidates demonstrate and apply comprehensive deep understanding of theory and application in their field of specialization. Additionally, they show evidence of advanced knowledge of concepts, practices, and procedures of their particular area of specialization reflecting an understanding of historic, current, and future trends in the field.

Knowledge of Human Development and Learning
Knowledge of Human Development and Learning focuses on development throughout the life span, from infancy through adulthood with emphasis given to how issues of cognitive, physical, social and emotional development intersect with community and cultural contexts. The strengths of faculty and students include the following broad topics: mathematics and science learning; physiological studies; language and literacy; mind, brain, and education; early childhood development; and children at risk. Graduates will be distinguished by their ability to apply developmental research to address issues in education policy and practice for school and non-school fields.

Scholarship/Research
The emphasis on scholarship would include experience and mentorship in ethics, publications, presentation, grant writing, and other forms of creative activity. The research component will be characterized by the development of vertical research teams including senior faculty, junior faculty, doctoral students, masters’ students, and in some programs, undergraduate students, working together on research projects and research areas. These might be bolstered by partnerships with local school districts, businesses, or community agencies.

II. Action

Candidates in the CEHD develop the knowledge, skills, and dispositions to become Problem Solvers. They are encouraged to apply knowledge to solve real world and community problems. In their university, field and clinical experiences, candidates learn about the challenges of schools and other community settings and recognize that a broad repertoire of approaches, including collaboration with other professionals, will create ideas and solutions based on multiple, informed perspectives.

Synthesis and Application
The doctoral programs in CEHD also contains practica, internships, or embedded field experiences that align both with the program studies and career goals of the student. These experiences are mentored and may include a number of the following areas: teaching; research, administration and/or other appropriate arenas.

III. Advocacy

Under the construct of Advocacy, and through dedicated, committed Service to their peers, university, community, and world, candidates in the CEHD develop the knowledge, skills, and dispositions to become Professional Collaborative Leaders.

Professional Collaborative Leadership
Leadership is a distinct focus in other programs in CEHD and the doctoral program. In this component students gain expertise in supervising and leading others to achieve organizational goals and missions, managing complex systems, addressing administrative issues and procedures, conducting research to enhance leadership and teaching others about the art of organizational leadership. This area could be assisted by the Future Faculty/Future Leaders program.

Social Justice and Equity
Aligned with our mission, students build experience and expertise in the issues of social justice and equity. This theme aligns with our metropolitan mission and that of student achievement.

Program chairs and program committees should indicate on students’ programs how each of these characteristics or areas are met or will be met through coursework or other experiences. Program Committees are also charged with assuring that evidence of a student's proficiency in these areas is gathered through Hallmark Assessments, Comprehensive Examination Questions, or other tools and/or artifacts.

Residency

In order that the student may be assured of an opportunity to utilize the educational facilities properly and to participate in the intellectual life and research atmosphere of the University, at least two years of study must be spent at the University of Louisville and at least one must be spent in full-time residency. Full time residency is defined as enrolling in 18 hours of credit within 12 consecutive months. Limited modifications to this face-to-face, on-campus requirement have been granted to special pre-approved programs such as ACCLAIM.

Field Experience (Practica and/or Internships)

Not all programs require field experience, but a formal practical experience is recommended not only to help students meet the specific components of the program, but also to have an opportunity to apply their studies to a real world situation. Students, with their advisor, may elect to emphasize any of the three major components of an academic life (teaching, research, or service) or any combination of them. Certainly the field experience should be planned to help students meet their long term goals and to deepen and/or broaden their experience.

Some doctoral programs require external practica for successful completion of the program of study and/or professional licensure. Practica are usually one-semester in length and are arranged through the specific department. A practicum normally consists of direct client contact, supervision, and professional activity. Doctoral students can take advantage of advanced practica arranged through the department.

An internship should consist of a minimum of 3 course hours. (See example of an internship organization [PDF].) Some doctoral programs require a one-year clinical internship in order to successfully complete the program of study and to apply for licensure as a psychologist.

Doctoral students in the Counseling Psychology program in ECPY receive the ECPY Practicum Handbook before engaging in field experiences.

Contact your program department for details.

Research/Inquiry

This option may involve serving on a research team with the mentorship of a senior faculty member; perhaps the doctoral advisor. The mentorship should be formal, planned, focused, and documented. Activities for students in this core area may include: review of scholarly research, research design and implementation, data collection and analysis, grant writing, presentation and publication of results. All research with human subjects must be approved by the University Institutional Review Board (IRB).

Doctoral Seminars

All students are expected to attend departmental seminars, research conferences and other events in the college and will generally register for a Doctoral Seminar in their department, (1-3 hours credit) each semester. Seminars may provide students with knowledge and skills related to research design, grant writing, including identifying sources of grant funds, harnessing available resources, writing effective grant proposals, and communicating with grants management offices, program officers, and grant research partners. The program’s applied research component may provide an opportunity for students to conduct rigorous research in practical school and district contexts.

The Doctoral Seminar is designed to acquaint students with recent developments and issues in their field and to guide their analysis of current problems and practices in the specialty. The specific course number depends upon the student's area of study.

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