Doctoral Program Orientation A ugust 21, 2010

1. Dr. Dawn R. Person Dr. John Hoffman Department of Educational Leadership Doctoral Program OrientationAugust 21, 2010

2. Welcome • Overview • Goals and Expectations • Schedule • Introductions

3. DOCTORAL EXPECTATIONS

4. Doctoral Expectations • Critical documents and resource materials • Student Handbook of procedures • University Catalog for all policies (EDD p. 290 /Graduate Studies p.90 ) • Student rights and responsibilities • Grievances and appeals processes • Curricular issues • Programs and services

5. New Policies

6. Procedures and Policy • Rules for Class Attendance • Emergency Procedures

7. Academic Behavioral Expectations

8. Student Behaviors for Success • Class attendance expectations/policy • Collaborative work in seminars • Importance and use of syllabi • Importance and use of rubrics

9. Class Attendance Policy • “While class attendance is not recorded officially by the university, students are expected to attend all classes. The policy on class attendance is within the discretion of the individual faculty member and shall be included in the class syllabus distributed at the first class meeting of the semester” (p. 72, Catalog 2009-2011).

10. Seminar Expectations • Participation in the seminar by all members is critical. • Make contributions during discussions that are on-topic, illuminating, substantiated, and concise. • Ask questions. • Disagree politely when you think there has been an important error. • Provide assistance to peers when reviewing their assignments. • Bring additional resources on topics to be discussed.

11. Example of Syllabi usage • Program Objectives & Student Learning Outcomes Addressed by Course • Course Information • This course is designed for advanced students who have basic knowledge of the foundations and history of American education. • Grading • Your grade in this course will be determined by a summative analysis of: • your written work (70%), • scenario assignment (20%), and • seminar participation (10%).

12. Rubric as a guide • Demonstrated course/program learning outcomes • Content expected • Quality and level of work expected (not effort) • Criteria for evaluation of assignment

13. Qualifying Examination Rubric • What are the demonstrated learning outcomes? • What content is expected? • On what criteria will you be evaluated? • What quality is expected?

14. Writing Assignment Rubric • What are the demonstrated learning outcomes? • What content is expected? • On what criteria will you be evaluated? • What quality is expected?

15. Use of Scholarly Literature

16. Scholarly Literature Defined • Written by researchers who are experts in their field • Journals serve as a repository of accumulated knowledge of a field • Authors are employed by colleges, universities, or other institutions of education or research • Articles are submitted to the editors of the journals, who decide whether or not to publish • Academic journals subject articles to a peer-review process • Article is reviewed by several experts in the field, who suggest possible changes, and recommend to the editor of the journal whether or not to publish the article

17. Scholarly Writing • Purpose is to communicate research and scholarly ideas • Focus - very narrow and specific subjects • Publishers include: Professional associations; academic institutions; and many commercial publishers • Written by scholars, researchers, experts, usually listed with their institutional affiliation

18. Scholarly Literature Characteristics • Peer Reviewed • Empirical in nature • Grounded and contextualized by previous work in the field • Clearly articulated focus and purpose • Data-based • Theoretically grounded • Results based on analysis/synthesis • Often reports of application and implications for practice or further research

19. Description of Scholarly Writing • Little or no background information given • Technical language and discipline- specific jargon • PEER REVIEW, editorial board • Bibliographies/References included • Procedures and materials often described in detail • Articles are longer, usually over 5 pages

20. Types of Articles • Empirical studies • Literature review • Theoretical • Methodological • Case studies • Brief reports • Book reviews • Letters to the Editor • Monographs (APA p. 9-11)

21. Examples of Scholarly Works • American Educational Research Journal • Community College Journal • Journal of Personality and Social Psychology • Annals of the National Academy of Science • Education Review Quarterly • Journal of College Student Development • Review of Educational Research • Policy Studies of Educational Leaders • Journal of School Leadership

22. Popular Works • The New York Times • Newsweek • National Geographic • Psychology Today • Natural History • The Nation • New Republic • Science News • Wikipedia

23. Use of Scholarly Literature • Shape your view of the profession • Professional identity development • Learn the language and jargon of the profession • Contextualize your thinking • Develop ideas and research possibilities • Understand complex issues in education • Familiar with current research in the field

24. How to approach reading of works • Learn to skim to see how useful the work will be to your needs • Survey • Title • Abstract • Subheadings • Charts/tables • Intro • Summary You must learn to discriminate and critically analyze materials for your use

25. Expectations Summarized • Be prepared for all classes by: • Reading assigned reading materials before the assigned class session • Prepare questions to ask for clarification before class and ask questions that arise during class as appropriate • Read syllabus and know assignment expectations before asking questions about the assignment

26. Success Tips

27. Success Tips for Writing • Paper length expectations are often outlined in rubrics – if not, then the professor is giving you the flexibility to complete the assignment using the number of pages needed for you to meet assignment requirements • Never submit first drafts of any assignments • Reference scholarly works cited in your paper and follow APA latest addition for all assignments including running head, abstract, and references

28. Reduce Bias • Avoid writing or using language that perpetuates demeaning attitudes and bias assumptions about people • Mention differences only when relevant • Call people what they want to be called – self –identification • Be aware of the standards used t judge others in writing (APA, p 71-77)

29. DO NOT Plagiarize • You must always give credit where credit is due • Plagiarism will not be tolerated • If it is not your ideas then it must be cited with a reference. • Even if it is our idea, and you have published it before, you must reference yourself (APA p. 15-16)

30. Relationships Matter • Meet with your advisor at least once a semester – use our office hours • Meet with your instructors • Meet with your mentor regularly • Keep your supervisor informed of your progress • Spend time getting to know your cohort members and consider simply meeting at least one new person in your group and connecting before class, at break times or after class • Form study groups • When groups are needed for class do not fall back on what is easiest – geographic proximity – work with as many cohort members as possible within and across classes • Use your site as much as you can for class assignments but do balance this with expanding your professional network and future job prospects • You will gain from this experience by investing in your learning and that of your cohort members

31. Protection of Research Participants • Internal Review Board oversees and ensures that standards to protect the rights and welfare of human subjects/participants in research are cared out and that the risk is minimize and whatever risk that may occur is balanced and considered in terms of the benefits of the research. • Animals are also included under these standards (APA , p. 16-17)

32. Education is a Process TRUST THE PROCESS Do not let small issues develop into big problems Seek out: • Dr. Adler - K-12 • Dr. Person – Community College