-

PH.D.
POLICIES AND
PROCEDURES

FOR
ADMINISTERING
THE
DOCTOR OF PHILOSOPHY DEGREE
IN EDUCATION
within the Graduate School

College of Education and Human Services

Southern Dlinois University
Carbondale, Dlinois
(Revised 10/07)
r
The purpose of this document is to outline for the Ph.D.
student in the College of Education and Human Services those
steps one should follow in completing the program. Included
are policies and procedures, which directly or indirectly affect
the student and the faculty.
This document is not intended to replace or duplicate
information available in the Graduate Catalog or other
university publications but to supplement these sources with
procedural details. The organization of the document in general
follows the normal chronological sequence of events from
admission to the program to the final awarding of the degree.

1. Application and Admission

-
A. Application to the Graduate School The application
form for admission to the Graduate School may be
obtained from any department in the College of
Education and Human Services and should be
returned to that department along with one official
copy of transcripts from all schools attended. This
will include a $45 non-refundable application fee.
-
B. Application to the Department The application for
admission to the Ph.D. concentration is obtained
from the appropriate department in the College of
Education and Human Services. When all application
materials have been received, the department will
review the documents and make a recommendation
to the Dean of the College of Education and Human
Services.

C. Admission to the College of Education and Human

Services -The final admission recommendation is
made to the Graduate School by the Dean of the
College of Education and Human Services, who will
inform the student whether she/he has been
recommended for acceptance or rejection. If
accepted, the student should contact the
depqrtmental representative of the appropriate
concentration, who will assist the student in
establishing a doctoral committee.

2
2. Doctoral Committee
A. Rules GoverninQ Formation - The doctoral committee
should be established as soon as possible after the
student has some familiarity with the research
interests of the faculty and some idea of the
student's possible dissertation area. It is
recommended that the student's committee be
established by the end of the second semester of
active course work on campus.
B. Selection Procedures
1. The student and the concentration
representative should select a committee
chairperson; then the student should contact the
prospective chairperson to learn whether the
faculty member will accept the chair.
2. Once a chairperson has been selected, the
student and chairperson should select the
remaining committee members. Again, it is the
responsibility of the student to personally
contact each prospective member to make sure
of the availability and willingness of the faculty
member to serve on the committee.
C. Distribution of Committee MembershiD
1. The doctoral committee shall consist of a
minimum of five graduate faculty members.
2. The chairperson and at least two other
committee members shall be graduate faculty
members in. the student's approved academic
concentration, and the chairperson must have
Graduate School approval to chair doctoral
committees.
3. One member of the committee must come from
outside the College of Education and Human
Services.
D. Functions of the Committee

1. Develop and approve a program of study for the

3
 student. The student's program should be
completed and certified by the committee no
later than the end of the second semester of
active enrollmentin graduate courses following
formaladmissionto the program. Allmembers
of the doctoral committee must approve the
student's programof study beforeit is submitted
for final approval. Four copies of the program
shouldbe submittedto the Deanof the College
of Education and Human Services.

2. Annuallyevaluatethe progressof the student in

the planned program. The entire committee
shouldmeet as a groupto evaluatethe student.
3. Certifythat the student is ready to take the
preliminaryexamination.
4. Within the framework of the concentration
policy,monitorthe preliminaryexaminationso it
is consistent with the policies of the
concentrationand the department.
5. Certifythe student's advancementto candidacy.
6. Approve the student's dissertation topic and
I
prospectus.
II
I 7. Guide the student through the writing of the
I dissertation.
8. Conductthe student's finaloral examination.
9. Certify the final approval of the student's
dissertationand the completionof requirements
for graduation. A minimum of 80% of the
membersmust approvethe dissertationbeforeit
is officiallyaccepted.
3. Program of Study Requirements
A. Doctoralseminarsin educationsequence, Education
590, and Education591.
1. This eight-semester-hoursequence is required
of all doctoral students, but only after the
4
 student is officiallyaccepted into the Ph.D.
program.
2. A student is not eligibleto take the preliminary
examination until these seminars have been
completed to the satisfaction of the doctoral
committee.
B. Courses required by the committee include a
minimumof 64 semester hours (witha minimumof
24 semester hours of dissertation credit) in the
Ph.D.in Educationprogram. Remedialcourses may
not be includedin this minimum.
C. Research competency requirements (See
-
Appendix) These hoursdo not count as part of the
requirement for the Ph.D. in Education.
D. The residency requirementfor the Ph.D. must be
fulfilledafter admissionto the Ph.D. program and
before formal admission to Ph.D. candidacy.The
student satisfies the residency requirement by
completing24 semester hours of credit on campus
as a Ph.D.student withina periodnot to exceed four
calendaryears. No more than six hours of deferred
dissertationcredit may be appliedtoward fulfillment
of the 24 semester hour residency requirement.
Creditearned in concentratedcourse or workshops
may apply toward fulfillment of the residency
requirementif the student is concurrentlyregistered
for a course spanning the full term. No more than
six semester hours of short course or workshop
credit may be. applied to the 24 semester hour
residencyrequirement.
4. Preliminary Examination
A. Policies
1. Each student in the Ph.D. program must take
the preliminaryexamination.
2. The preliminaryexaminationwill includethose
areas established as appropriate by the
department or concentration. The faculty in each
5
 --------.
r

concentration will determine who will be

responsible for preparing, evaluating, and
certifyingthe examination.
3. The examinationwill be offered three times a
year and will be administeredon Wednesday,
Thursday,and Fridayof the fifth week of each
semester. The appropriate departmental
representativewill be responsiblefor selecting
the place for the examinationand monitoring
the examination.

4. Students completing preliminary examinations

will be notified no later than the fourth Monday
after examinations are completed.
B. Eligibilitv
1. A student may take the preliminary examination
after having successfully completed the research
requirement, all or most of the course work, and
thedoctoralseminarsequence. .

2. The student must also petition the doctoral

committeeto take the preliminaryexamination
and must receive an affirmative response.
3. If the studentfails the examinationon the initial
attempt, the student may take the exam two
additionaltimes before being droppedfrom the
program.
5. Advancement to Candidacy
A. An advancement to candidacy form must be signed
by the committee chairperson and the student with
four copies submitted to the Dean of the College of
Education and Human Services.

B. A student must be admitted to candidacy at least six

months prior to graduation.
C. Should the student wish to change committee
membership, the student or any member of the
committee is encouraged to request this change in
writing to the Dean.
6
 --

. D. A student may not register for more than six

dissertation hours until formally admitted to
candidacy.
6. Continuing Registration Requirement
Thiscourse is offeredby each graduate degree program
for students who have previouslyregistered for the
minimumnumberof dissertationcredit hours requiredof
the degree. Registrationin 601 (1 hour per semester) is
requiredof all graduate students, whether in residence
or not, who are not otherwise enrolled. Concurrent
registrationin any other courseis not permitted.
Students registeringfor 601 are assessed only tuition
and the Student Center Fee for the. credit hours
associatedwiththe registration. Sincenoneof the other
student fees are assessed for 601, the student is not
eligiblefor the benefitsof any other programssuch as
Recreation Center use, Health Service and Student
Medical Benefits, Students' Attorney Program assistance,
etc. Students needing the above benefits that require
fees may instead register for additional dissertation
hours.
7. Prospectus, Dissertation, and Final Oral
Examination
A. In choosing a topic for the dissertation, the
candidateshould:
1. Prepare a prospectus for the dissertation and
submit it to the student's committee for
approval. .

2. Submit one copy of the prospectus and the

prospectus approval form to the Dean of the
Collegeof Educationand HumanServices.
B. ResearchInvolvinaHumanSubjects
Any research involvinghuman subjects must be
reviewed and approved by the slue Institutional
ReviewBoard(IRB)priorto the start of the research
project.If the research paper, thesis, or dissertation
7
 involves human subject's, an officiallycompleted
Carbondale Committee for Research Involving
HumanSubjects(CCRIHS)FormA (availablein the
Office of Research Development and Administration,
Woody Hall (06) must be included in the final
copies submittedto the GraduateSchool.Placethe
form in the AppendixSection. If this form is not
included,the documentwillnot be actepted by the
GraduateSchool.For more information,contact the
SIUCHuman Subjects Research Committee, at (618)
453-4533.
C. In the preparationof the dissertationand the final
oral examination,the candidate should work with
the doctoralcommitteechairpersonand consultwith
other membersof the doctoralcommitteeas needed
or as outlined by the chairperson. The student
should follow the procedures outlined in the
GraduateSchoolbrochurein the preparationof the
dissertation.
D. The doctoralcommitteewillset the date for the final
oralexaminationand publicizeit.
E. There will be a final examinationadministered by
the student's committee.The examinationwillcover
the subject of the dissertation and other matters
related to the discipline. Any member of the
graduate faculty may attend the final oral
examinationand may participatein questioning and
discussion,subjectto reasonablelimitationsimposed
by the chairpersonof the committee.Onlymembers
of the committee may vote or make
recommendationsconcerningthe acceptance of the
dissertationand finalexamination.A student willbe
recommendedfor the degree onlyifthe membersof
the committee,with at most one exception,judge
both the dissertation and the performanceat the
finaloralexaminationas satisfactory.
8. Graduation
A. Thestudentmustapplyforgraduationbytheendof
8
 ~

the first week of the semester in whichthe student

plansto graduate.
B. The student must submit the Graduate School
DissertationTitleFormto the GraduateSchool.
C. Aftersuccessfulcompletionof the oral examination
and final acceptance of the dissertation, the
L applicantmust filewiththe GraduateSchool:
1. Microfilmcontract.
2. SUlveyof earned doctorateform.
3. Submitto the GraduateSchoolone copy of the
Dissertation Titles Form. These forms are
availableat the GraduateSchoolor in the Dean's
Office, College of Education and Human
Services. Please submit this form early during
the last semester priorto graduation.
4. Two unbound copies of the approved
dissertation, EACHincluding a copy of the
student's vita and an abstract of 350 words or
less, three weeks prior to the intended date of
graduation. Specific criteria relating to the
submissionof the dissertationcan be obtained
fromthe GraduateSchool.
S. Oneadditionalcopyof the dissertationabstract.

9
r

APPENDIX
Rationale for the Selection
of Research Tools
The Ph.D.in Educationis a research-orienteddegree. As
such, it consists of a program of studies and other
appropriateexperiencesdesignedto facilitatethe acquisition ..
of knowledge,attitudes, and skills necessary to conduct
systematic intellectual inquiry. This overall aim is
accomplished via two major program components: (a)
General research comDetencies, including an
understandingof the fundamentalnature of approaches to
problemsolutionand an appreciationfor the roleof research
in professionaleducation,are developedthroughcompletion
of a minimumof 40 semester hoursof coursework in any of
eight approvedconcentrations;and (b) 5Decific technical
and methodoloaical comDetencies are developed
through completion of individuallyprescribed "research
tools." Such tools are selected on the basis of their
appropriatenessfor the concentrationin whichthe student is
working and their relevance to the student's research
interests. Research tools are applied in the process of
completingrequirementsfor the doctoraldissertation.
The followinglistof possibleresearchtools is offeredto
assist the student and his/her committee in making this
importantchoice.
1. QuantitativeMethods 4. PhilosophicMethods
2. HistoricalMethods S. Qualitative Methods
3. Foreign Language Methods 6. Other

Research Tool: Quantitative Methods

Definition
Quantitativemethodsinvolve:(a) measurement, the
systematicrepresentationof data by numbers,and (b)
statistics, the mathematicsof the collection,organization,
and interpretationof numericaldata. Incorporatedwithin
10
... -.
quantitative methods are descriptive statistics, inferential
statistics,and the design and analysisof experiments.This
area does not include courses on research methods, but
rather includes specific courses in statistics and/or
experimentaldesign.
Demonstrationof Skill
Successful completion of two or more of the following
courses is required to establish skill in this research tool.
EAHE585-3 Survey Research
Methodology
EPSY 506-4 InferentialStatistics
EPSY 507-4 MultipleRegression
EPSY 508-4 Experimental Design in
Educational Research
EPSY 531-3 Introduction to
Measurement
EPSY 580a-3 Advanced Regression
Analysis
EPSY580b- 3 Factor Analysis
EPSY580c- 3 Multivariate Methods
EPSY580d-3 Nonparametric Methods
EPSY58Of-3 Experimental Design
PSYC522a-4 Experimental Design and the
Analysis of Variance
PSYC522b-4 Complex Designs and
Extensions of the Analysis of
Variance .

Any combination of courses that equate to a minimum of

one academic year of credit in doctoral level statistics, which
have been identified as a research tool requirement in an
NCATE-approvedgraduate program, may be used to meet
the quantitative methods requirement.

11
 Research Tool: Historiography
Definition
Historiographyis the study of the disciplineof history.This
study can includethe scientificmethods of historicalresearch,
a reviewof the historicalparadigmwith its attendant use of
chronology,a concernfor the variant philosophiesof history,a
review of historicalliterature, the contributionsof particular
historians in the development of the discipline, and the
considerationof historicalwritingas both an art formand as an
humanisticexpression.
Demonstration of ComDetence
A student shouldsuccessfullycompletea minimumof two
coursesto establishskillin this researchtool:
HIST500 Historical Craft
HIST501-3 Recent Historiography
EAHE530-3 Historical Research in Education

Research Tool: Foreign Languages .

Definition
High proficiency in a foreign language that is
specifically related to the student's research interests and
is required to complete the dissertation must be
establishedby the student in consultation with his/her
doctoral committee. Not onlyis knowledgeof a language
required,but also competence is required in applyingthat
knowledgeto a specificarea of research study. In other
words, foreignlanguagecompetencyis a vehiclewith which
to enlarge the body of knowledgein a particularsubject
area. This option should not be chosen merely for.
conveniencebut should be an integralpart of the student's
interests.The language chosen must be other than
English and must. be other than the student's native
or school language.
Demonstration of Skill
,
Skill in a foreign language as a research tool is

12
 established by successful completion of the Foreign
Language488-3 course.The ForeignLanguage488-3 course
representsan intense periodof study witha majoremphasis
on translationof professionalwritingin the student's major
area of study (i.e., biology,math, education, psychology,
.. etc.). Consequently, students will be required to
demonstrate skills in the chosen language prior to
.;. enrollment in Foreign Language 488-3. Students
without the prerequisite skills will be required to
complete sufficient course work to acquire these
skills.
Foreign Language 488-3 Is limited to the
following languages:
German Russian
French Spanish
Latin

Research Tool: Philosophic Methods

Definition
Philosophy may be defined as that science which
investigatesthe facts and principlesof human nature and
conduct and which comprises logic, ethics, aesthetics,
metaphysics,and theory of knowledge.Philosophyis also a
bodyof principlesunderlyinga given branchof learningsuch
as professionaleducation.
Methods of inquiry in philosophy of education are
integral to the substanceof education and are seemingly
more difficult to differentiate and separate from that
substancethan are some other methods of inquiry, i.e.,
foreign languageand statistics.Philosophicinquiry methods
in education include a study of logic, ethics, aesthetics,
[ metaphysics,and theory of knowledgeconcerningeducation,
i.e., the principlesunderlyingeducation.
Demonstration of Skill
Skillin this researchtool is establishedby the successful
completionof two or moreof the followingcourses:

13
1
PHIL 420-3 Advanced Logic
PHIL 425-3 Philosophy of Language
PHIL 435-3 Scientific Research

PHIL 524-3, 3 Analytic Philosophy

PHIL 530-3 Theory of Knowledge

Research Tool: Qualitative Methods

Definition
Several research techniques and skills are available to
the qualitative researcher; these include interviews,
observations, non-verbal communication, ethnographic
studies, case studies, evaluation scales, and
quasi-experimental investigations.
Qualitative research has gained substantial attention in
the last two decades as a means of administering and
evaluating social intervention programs. The paradigm)which
forms the philosophicalbasis of qualitative methods,stresses
an evolving, negotiated view of the social order. This
paradigm considers social life as the shared creativity of
individuals and looks at the social world as one which is
shifting, changing} and dynamic. In using qualitative
methods, the educational researcher holistically observes
teachers, administrators, pupils, programs, or districts in an
effort to identi~ the related elements in the school setting.
Demonstration of Skill
Successful completion of two or more of the following
courses is required to establish skillin qualitative methods:
EAHE587-3 Naturalistic Research
Methodology
EAHE594-3 Advanced Qualitative Methods
PE 502-3 Methods of Interview Research
sac 514-4 Seminar in Qualitative
Research

14
 SPCM 552c- 3 Phenomenological Sociology
and Ethnomethodology
SPCM547-3 Conversation Analysis:
Ethnomethodology

Other Research Tools

I A student and his/her committeemaywishto propose a
research tool not mentioned in the foregoing list. Such
persons should prepare a proposal that includes: (a)
definitionof the research tool; and (b) the minimumtwo
courses or equivalent,which establish skillin the research
tool. The proposalwouldthen be submittedto the Dean of
the College of Education and Human Services for
considerationand approval.If approved by the Dean, that
tool would then become an approved tool availableto all
I
students in the Ph.D.programin Education.

15
Ii -

SouthernTM
Illinois University
Carbondale