THE
DEPARTMENTOFEDUCATIONALTHEORYANDPRACTICE
GUIDELINESFORDOCTORALSTUDENTSADMITTEDFALL2012ANDAFTER
Updated December 2016
Contents
ChecklistofProgramRequirements...... 5
Guidelines forAdvancedStanding(PostFall2012)...... 6
ProgramofStudy...... 6
CoreCourses...... 6
SpecializationCourses...... 7
ElectiveCourses...... 8
IndependentStudy(ETAP890)(form to file)...... 8
Internship(formto file)...... 8
Milestones...... 9
ResidencyRequirement...... 9
DoctoralGatewayReview...... 10
GatewayReviewRubric...... 11
InquiryToolRequirement...... 12
MinimumGrades...... 12
CoursesOffered...... 12
DoctoralComprehensiveExam...... 13
ComponentsoftheExam...... 13
EvaluationCriteria...... 13
AcademicStandards...... 14
The DissertationProcess...... 14
The DissertationCommittee(formto file)...... 14
DissertationProposal(formto file)...... 15
AdmissiontoCandidacy(formtofile)...... 15
HumanSubjectsApproval (IRB forms page)...... 15
DissertationOral(formtofile)...... 16
ContinuousRegistration...... 16
ETAP897...... 16
ETAP899...... 16
Leavesof Absence...... 16
StatuteofLimitations...... 17
Assistantships...... 17
TravelGrants...... 17
StudentSupportGroups...... 17
ACRIDAT(AlbanyConsortiumforResearch inInstructionalDesignand Theory)...... 17
GraduateStudentOrganization(GSO)...... 18
RelatedProfessionalAssociations...... 18
FacultyandStaffContactInformation
Dr.Robert Bangert-DrownsDean,SchoolofEducation
(518)442-4988
Dr. Reza Feyzi-Behnagh (518) 442-5011
Dr.IstvanKecskes (518)442-5030
Dr.AlexKumi-Yeboah (518)442-5032
Dr.JulieLearned (518)442-5014
Dr.BrettLevy (518)4424987
Dr.CarlaMeskill (518)442-5007
Dr.AlanOliveira (518)442-5021
Dr. Hae In (Lauren) Park
(518) 442-5037
Dr.JerusalemRivera-Wilson (518)442-5028
Dr.CarolRodgers (518)442-5003
Dr.PeterShea (518)442-4009
Dr.Jason Vickers (845)857-4196
Dr.KristenCampbellWilcox
(518)442-9085
Dr. Caro Williams-Pierce
(518)442-5005
Dr.RobertYagelski
ViceProvostforUndergraduateEducation
(518)442-5002
Dr.JianweiZhang
Department Chair (518)442-4007
Staff
ScottLawsonDepartmentCoordinator (518)442-5024
Barbara BrunnerKeyboard Specialist (518)442-5010
ChecklistofProgramRequirements
ThePh.D.inCurriculumandInstructionpreparesstudentsforpositionsinawidevarietyofsettings.Itrequiresatleastthreeacademicyearsoffull-timestudyandresearch,ortheequivalentoveralongerperiod,beyondthebaccalaureate.Studentstypicallycompletetheprograminfouryearsoffull-timestudy.Inadditiontotherequirementsdescribedbelow,studentsshouldreviewthegeneralregulationsgoverningdoctoraldegreesasoutlinedintheUniversityatAlbanyGraduateBulletin( advancedstandingandtransfer ofcredit.
GuidelinesforAdvancedStanding(PostFall2012)
Studentswhobegan thedoctoralprogramin thefallof2012 or laterareeligibleforthe63 creditdoctoralprogram. However,ifyouwere admittedpriortothe fallof2013youneedtoformallyopt in to thisprogramchange,sinceitalsoaffectseligibilityforAdvancedStandingforcourseworkpreviouslycompleted.
Of the63 creditsbeyondthebaccalaureateandpriortothedissertation,atleast 32creditsmustbecompletedattheUniversityatAlbany.Studentswhohavecompletedgraduatestudieselsewheremayapplyfor advancedstandingandwillbeallowedtoapplyamaximum of31 creditstothedoctorate.
Credits forstudentteachingandmethodscoursesarenotapplicableto thedoctoral programandcannot beincludedin the31transferredcredits.
Coursescompletedmorethanfiveyearspriortothesemesterin whichthestudentisadmittedare lesslikelytobe acceptedforcredit.Nocoursesmorethantenyearsold will beaccepted.
Students wishingto applyfor advanced standingshould doso bycompletingthe AdvancedStandingformavailable ontheETAPwebsite.Decisionsaboutadvancedstandingare madein conjunctionwiththeadvisor andapprovedbythe advisor andDepartmentchair.Advancedstandingcoursescannotsubstitutefor basicprogramrequirementssuchascorecoursesortheinquirytoolrequirement.
ProgramofStudy
Studentsfollowaprogramof study(63creditsminimum)plannedwiththeirdepartmentaladvisorwhotakesintoaccountpreviouspreparation,areasofspecialization,andprofessionalobjectives. Aprogramplanningworksheetis availableinEducation113 andontheETAPwebsite( becompletedearlyin the student’s program,in consultationwiththestudent’sacademicadvisor.Theprogramshouldbeupdatedregularlyasthestudent’sinterestsdevelop.Atypicalprogramofstudywouldinclude:
CoreCourses (710,720,773)9 Credits
Advanced Seminars in ETAP6 Credits
InquiryCourses12 Credits
SpecializationCourses15 Credits
Electives21Credits
Total63 Credits
Dissertation(continuous registrationrequired)
CoreCourses
ThePh.D.programin theEducationalTheoryandPracticeDepartmentrequiresa coreoffoundationalcoursesthatprovideanunderstandingof currenttheoryandtrendsin education.Doctoralstudentsshouldcomplete thefollowingcorecourses:ETAP710,720, and 773 (seedescriptionsbelow).
ETAP710 PrinciplesofCurriculumDevelopment(3)
Conceptualanalysisof curriculumandothereducationalprogramelementsandrationalrelationships
amongthem,includingeducationalgoals,instructionalplans,programevaluation,managerialplanning,contentsources,andcriteriafor selectionand organization.
ETAP720 InstructionalTheoryandPractice(3)
Conceptualizations,theories,and modelsofinstructionandtheir applicationto practiceandresearch.Researchasa meansofstudyinginstructionalissues.
ETAP773 FoundationsofResearchinCurriculumandInstruction(3)
The coursewillfocusonthephilosophicalbasisofvariousresearchtraditionsin education.Inbroadstrokes, it willconsiderpostmodernism,feminism,positivism,interpretivism,andcriticaltheory.Studentswilldevelopanunderstandingofthehistoricalcontext ofsocialscienceinquiry,andthecompetingepistemologiesandontologiesin contemporaryeducationalresearch.
SpecializationCourses
Inconsultationwithhisorheradvisor, thestudentcandetermineareasofspecializationthatreflectthestudent’sinterestsandcareergoals.Atleast 15 creditsofcourseworkbeyondthatused tosatisfythecore requirementsarerequiredin anareaofspecialization,andmoststudentstakemore.The Departmentoffersaflexible arrayofspecializationsbased ontheinterestsofcurrentfacultyandstudents.
The Learning, Teaching, and Teacher Education specialization prepares students to engage in effective research and practice that addresses the connections between learning and teaching, and learning to teach across disciplines and differences, classes and cultures, genders and geographies. It values students' and teachers' voices as important sources of knowledge and understanding. Research areas include deep and productive learning across settings, effective school practices, pre-service teacher education, in-service teacher professional development, the history of teaching and teacher education, humanizing pedagogies, reflection and reflective practices, school improvement, all with a focus on social justice and equity.
The Learning Sciences and Technology specialization fosters scholarly expertise needed for research-based innovation in learning with technology. Our students and faculty conduct cross-disciplianry research to investigate new learning processes, models, programs, and systems enabled by innovative designs of technology. Research areas include online and blended learning, computer-supported collaborative learning and knowledge building, game-based learning, self-regulated learning with technology, learning analtyics and assessment, computational thinking, connected communities of inquiry, and other educational innovations enabled by technology integration.
The Science and Mathematics Education specialization prepares students to examine critical issues in the teaching and learning of science and mathematics at the K-12 and post-secondary levels. Research can focus on a variety of issues such as socio-cultural and cognitive processes of learning and teaching, classroom discourse, learning through authentic inquiry, mathematical play, integration of technology (e.g. games, modeling tools, online environments), curriculum development, and teacher development in STEM areas including computing education and environmental education.
The Literacy, Language, and Culture specialization focuses on the dynamic and interconnected roles of literacies, languages, and cultures in learning. Research areas include literacy as a social practice, the role of context and culture in literacy and language learning, instructional discourse, writing and composition, the role of students’ cultural and linguistic practices in school-based and out-of-school time learning, disciplinary literacy, English education, and the creation of just and inclusive contexts through which students from diverse backgrounds can grow linguistic and literacy knowledge.
The TESOL and Second Language Acquisition specialization is for students who are interested in exploring the intersection of the field of second language acquisition with pragmatics, cognitive linguistics, intercultural communication and bi- and multilingualism, and the impact this type of research has on teaching and learning. Research can focus on a variety of issues including formulaic language, analysis of intercultural interactions, developing common ground, synergic concepts in the bilingual mind, bilingual pragmatic competence, and instructed second language acquisition, usage-based approaches to language and cross-linguistic influence.
The Society, Equity, and Social Studies specialization prepares students to examine the role of education in fostering just and equitable societies with well- informed democratic participants. This specialization also includes a focus on social studies education in K-12 schooling, including the learning and teaching of history, civics, economics, and geography. Research areas include civic engagement, political interest and efficacy, democratic classrooms and schools, history education, equity in education, and socially just teaching.
Other Specialization: In consultation with the advisor, students are encouraged to construct their own specializations. These specializations might include courses from any of the departmental specializations, combined with offerings from other departments.
ElectiveCourses
The studyof educationaltheoryandpracticerequirestheuseofmanyconceptsdrawnfromthehumanitiesandfromthesocialandbehavioralsciences. Inconjunction withtheiradvisors,studentsshouldplan acoherentsetofsupportingcoursesdrawnfromareaswithinETAP,fromrelateddepartmentswithintheSchoolofEducation,andfromotherdepartmentswithintheUniversity.Suchcoursesshould beselectedtosupport thestudent’sconcentration.
IndependentStudy(ETAP890)
Independentstudyprovides studentswithanopportunitytowork inspecializedareasoftheirdisciplinesorprofessionalfieldswhennoformalcoursesareofferedorwhentheindependentstudywillprovidea richerandmoreproductiveexperiencethan acomparableadvancedcourse.Acleardeterminationshould bemadein advancebythe student,academicadvisor,andinstructorthatitisinthe bestinterestofthe studentto undertakean independentstudy.Itshouldmakeapositivecontribution totheirprogram,scholarlydevelopment, and intellectualmaturity.Ordinarilystudentsshould nottakeindependentstudycoursesearlyintheirprogram, norusethesecoursesfordissertationwork.
Priorto registeringfor an890 course, thestudentshouldprepareaproposalfortheapproval oftheinstructor andtheacademicadvisor.Thisproposalmustindicatewhattheexpectedendproductwillbe (for example,apaper,annotatedbibliography,abstract,researchproposal,etc.),and number ofcreditsto beassigned.Theproposal mustbesignedbythe student,theacademicadvisor,andtheinstructor,andfiledwiththe department..Independentstudiesare gradedS/U.Anindependentstudycan be takenfor2-6credits.Astudentislimitedtosix(6)IndependentStudiesor36 credithours.FormsfortheindependentstudyproposalareavailableinEducation113 oronlineattheETAPwebsite,
Internship
Studentsin theETAPdoctoralprogramhavetheoption ofundertakinganinternship(ETAP895,2-6credits)to gainwork experiencesrelatedtotheircareergoals.Studentswhowish toundertakeaninternshipshould submitaformalproposaltotheiradvisorduringthesemesterpriortothecommencementoftheinternship. Agreementshouldbe reached ontheextentoftheproject,thenumber ofcreditsto beassigned,whowillberesponsibleforonsitesupervisionofthework,andthetypeof assessmentto beused.Internshipscantakemanyforms(e.g.,co-teachingofclasses,projectsforschooldistrictsortheStateEducationDepartment,researchprojects),but shouldprovidework-relatedexperiencesthatthestudentwouldnototherwisehave.TheInternshipProposalformisavailableinEducation113 or online attheETAPwebsite,
Milestones
Milestonesin thePh.D. programinclude1)AGatewayReview aftercompletingthefirst 12 creditsattheUniversityatAlbanyapplicableto theprogramasdiscussedwithyouracademic advisorofdoctoralstudy;
2)a course-basedinquirytool requirement;and3)adoctoralcomprehensiveexamstructuredaroundapilot studyto be carriedoutbyeachstudent,presentedin journalarticleformatanddefendedorally.
ResidencyRequirement
Thereisno residencyrequirementfordoctoralstudents.
DoctoralGatewayReview
Purpose:Areviewofstudents’writingskill, scholarlythinkingability,andunderstandingofresearch, aswell asasense ofstudents’strengthsand wheremore workisneeded(aformativeassessment).
Overview:Thisreviewrequiresthestudentto submita10-to 12-pagepaper (double-spacedexcludingreferences)thatdemonstratesthestudent’sdevelopingunderstandingofresearchin aspecificareaofinquiry.Thisisatake-home exam.Thereisno letter gradeassignedto the paperanditistobecompletedonlyone time.
•Thepapercanbestartedatanytimebutmust becompletedwithinthefirstsemesterfollowing that inwhichthestudentcompletes thefirst12credits attheUniversityatAlbany.The studentmayapplyfor an extension atthediscretion oftheadvisor.
•Thestudentcannotbecertifiedto havecompletedtheInquiryCourse requirementsuntiltheGatewayReviewis completed.
ComponentsoftheGatewayReviewPaper:
1.Problemstatementin aspecifiedareaofinquiry
Thisstatement mayinclude researchquestions,butitmustinclude aproblemstatement.Thisstatementmustalsoincludediscussionofwhythisarea of inquiryisimportantandhowit relatesto otherimportantareas ofinquiryineducation.
2.Preliminaryreviewoftheliteratureasrelatedtotheproblem statementinthearea ofinquiry
Thisreviewshouldincludeattentiontothe“bigideas”that characterizethisarea ofinquiryandshouldreflectanadequateknowledgeofthe keyconcepts,questions,research,andscholarsthatdefinethefield.
3.Possibledirectionsforfuture research
Thissection shouldreflectthestudent’sunderstandingofthe fieldandinterestin specificquestionsorproblemsthatmightbe exploredin futureresearch.
GatewayReviewProcedures:
1.Thestudenthastheresponsibilityofsubmittingthe GatewayReviewpaperto thedepartmentsecretarywithinthefirstsemesterfollowingthat in whichthestudentcompletedthe first 12 creditsinthePh.D.program.
2.Once thepaperissubmittedto thedepartment,thesecretaryinformsthefacultyofthe submission.The facultyhassixweekstoreviewthepaper.
3.Adiscussionofthe paperbythe fullfacultyisscheduledfora facultymeetingno laterthansixweeksaftersubmission.Atthatmeeting,facultymembersdiscusstheirassessmentofthe paperand
makerecommendationstothestudent.Thestudent’sadvisorkeepsarecordoftherecommendationsmadeatthatmeeting.
4.Followingthemeeting,theadvisordraftsadocumentsummarizingthefacultyreviewdiscussion.Thisdocumentisdistributedtothefacultyforcomment.Thefinalversionmustbeendorsedbyamajorityofthefaculty.
5.Thestudentreceivesthefinalreviewdocument,whichis alsoplacedinthestudent’sfile. Thisdocumentservesasonepiece ofevidenceofthestudent’sprogressin theprogram.Studentswillmeetwiththeadvisortodiscussrecommendationsandmakeplansforareasin needofimprovement.
GatewayReviewRubric
Criteria / 1(ImprovementNeeded) / 2
(Competent)
Writing / Showsneedforimprovementinarticulatingideaswithclarityandcoherence / Showsabilitytoarticulateideaswithclarityandcoherence
ScholarlyThinkingAbility / Showsneedforimprovementinabilityto useevidence;toconsider diverseperspectivesandbase analysison aninformedposition / Showsabilityto use evidence;Showsabilityto considerdiverseperspectivesand basedoncarefulanalysistakesan informedposition
UnderstandingofResearch / Showsneedforimprovementinabilityto explain andinterpretresearch;abilityto identifymajorconcepts,theories, andmajormethodologicalparadigms / Showsabilityto explain andinterpret research;Showsabilitytoidentifymajor concepts,theories,andmajormethodologicalparadigms
InquiryToolRequirement
The Universityat Albanyrequiresthatdoctoralstudentsdemonstratecompetencein “researchtools”appropriatetotheirprofessionalspecialties.InETAP,thisdemonstration ofskillwithresearchtoolsisfulfilledthroughformal courseworkapplied tothegraduateprogram.RequiredCoursework
Research ineducation drawson a wide varietyof researchmethodologiesandtraditionsinhistory,philosophy,anthropology,psychology, sociology, linguistics,andotherdisciplines.Withinthese
traditions,specificmethodsofinquiryare sometimesroughlydivided intothosewhicharequantitativeandthosethatareprimarilyqualitative.Toensureabreadthofunderstandingofcurrentresearchmethods,studentsshoulddevelop:
a)familiaritywiththepremisesofinquiryandmethodologiesofbothquantitativeand qualitativeapproachestoeducational research;and
b)the competenceto employoneor more ofthese approachesin dissertationresearch.
Theserequirementsaremetthrough thecompletionofatleastonecoursein eacharea(qualitativeandquantitative),andatleasttwoadditionalcoursesinone area ofinquiry(fourcoursesin all,totalingatleast12 credits).
The advisormustpreapprove allcoursesthata studentintendsto useto fulfilltheResearchToolRequirement.
MinimumGrades
Aminimum gradeofBin anyone courseandanA-average across allfouradvisor-approved coursesarerequired to fulfilltheResearchToolRequirement.
CoursesOffered
Awidevarietyof relevantinquiry-relatedcoursesareofferedin theDepartment,inotherdepartmentsintheSchoolofEducation,and in otherdepartmentsoftheUniversity(See ofSchoolofEducationcourses.)Anincompletelistofinquirycoursesfrequentlytaken byETAPstudentsfollows:
GeneralResearchMethodology
ETAP741: AdvancedIssuesinMethodology
ETAP743:Meta-analysisandLiteratureReviewinEducationalResearchETAP771:ResearchDesignSeminarin EducationalTheoryandPracticeETAP772: InquirySkillsin ProgramDevelopmentII
ETAP781:Research inPracticeII
ETAP826: AdvancedMethodsforStudyingLearningin Technology-EnrichedContexts
Qualitative Methods
ETAP776: TheoryandPracticesofInterviewinginInterpretiveResearch
ETAP777: QualitativeResearchMethodsETAP778: QualitativeResearchFieldMethods
QuantitativeMethods
EPSY530:StatisticalMethodsIEPSY630:StatisticalMethodsII
EPSY734:MultivariateAnalysiswithComputerApplicationsANT600: QuantitativeMethodsinAnthropology
ANT601: AdvancedQuantitativeMethodsinAnthropology
Specificcoursesshouldbechoseninconsultationwiththestudent’sadvisor,keepinginmindthetwingoalsoffamiliaritywithdiversetraditions(onecourseineacharea)andcompetencetoworkwithinaparticulartradition(twoadditionalcoursesinonearea).Generalresearchmethodologycoursesmaycountaseitherquantitativeor qualitativewiththeconsentoftheadvisor.
DoctoralComprehensiveExam
Thestudentcan begin thepilot studyatanytimeupon approval oftheadvisoraftercompletionoftheGateway.
Purpose:fromthe Universitywebsite:“[to]ascertain generalknowledgeofasubject,acquaintancewithscholarlyresearchmethodsand skills,[andabilityto]organizeand presentmaterials.”
Components oftheExam
IntroductoryStatement
Thisstatementincludes adescription ofthestudent’strajectoryofstudyin thedoctoral programthatreflects growingknowledgeof chosenfield(s)andunderstandingofthemajorideas, issues,andresearch thatcharacterizethefield(s). Thestatementservesasbackgroundinformationto the study.Suggestedlengthis3-5double-spaced pages.
Completed study
Studentsare expectedtopresenttheirpilot studyintwoforms:a scholarlypaper and a publicpresentation.
PartI:ScholarlyPaper
Thispapermust beacompletedpilotstudycarriedout bythe studentthatdemonstratesknowledgeofresearchdesign andreflects experiencewithdata collection andanalysis. Thispapercan be based ona paperthatwaspreviouslysubmittedfora courselike ETAP781 orETAP778, orit can beapilotstudyconductedasanindependentstudyunderthe direction ofthestudent’sadvisor. Thispaperwillbein aresearcharticleformat.
Thispapermust beanexecuted studycarried out independentlybythe studentthat:
•demonstratesknowledgeof researchdesign.
•reflectsexperiencewithdata collection andanalysis.
•showsreadiness to carryout adissertation studyinthe students’ chosen areaofinquiry.
Format
The research paper is required to bedouble-spaced,no morethan 30pages(excludingreferences,appendices,figures,and tables),andformatted accordingto APA guidelinesforresearchmanuscripts.
PartII:Public presentation to the examiningcommittee
Procedures
(1)Afterconsultation withhis or heradvisor, the studentnotifies thedepartmentcoordinator thathe/sheisreadyto submit theexampaper.
(2)The examiningcommitteewill haveonemonth toreviewthe exampapersand schedulethepublicpresentation. The committee chairand memberare assigned bythedepartment;theadvisoris exofficio.Thecommitteewill evaluatethe exam afterthe publicpresentation.
(3)Publicpresentation-theoral presentationis required to take nomorethan20 minutes. Afterpresentations byallstudents, a30minute question answersessionwill follow. Questionswillbe askedbytheexaminingcommitteeandparticipants. Thereis nolimitation tothenumberof slidesto beincludedin thepresentation. However, thestudentneeds toadequatelycover all majorpartsofthe studyin an easyto follow andcoherentfashion.
The followingguidelinesprovidedforpresenters at the AmericanEducationalResearchAssociation(AERA)shouldhelpbetterprepareyou:
•Thepresentershouldprepare anoutline ofthemajorpoints ofthe paper.
•Thepapershould not bereadverbatimfrom the text.Notonlyare suchpresentationsusuallydull, but becauseoftimeconstraints theauthormaybe cutoffbythe sessionchairbeforereachingthemostsignificant aspectsofthepresentation.
•Presentations should represent, on average, a15-20minutesummaryofthepaper.Highlightsmaybe givencoveringsuchpointsas thepurposeof the study, descriptionof the sample,methodology,problems,andmajorfindings, conclusions, orrecommendations. Theamount of timedevoted toeach highlight will varyaccordingto the author’sevaluation oftheimportanceof eachareato thepaper.
•Inexperiencedspeakersare advised topracticebeforehand bypreparinga readingtext ofapproximatelyfiveto seven typed pages.However, the readingtextis not allowed duringpublicpresentation.
Evaluationcriteria:Theexam and presentation will beevaluatedasa whole.Takenas awhole, theexam should demonstrate:
1.Knowledge ofareas ofinquiry
2.Knowledgeofresearchmethodology
3.Competenceincarryingout research
4.Competenceinpresentingresearchinoral andwrittenforms
PossibleOutcomes:
Pass,demonstratingcompetenceinall four areas.Revise/Resubmit
•Ifthe student is inneedofimprovementin areasone,two or three (see above), thestudentmaybe asked to reviseandresubmitwiththesamecommittee.
•The committeewill havediscretion in specifyingwhat thestudentneeds todo in revisingtheexam.Thiswouldincludeminorrevisions toanyone component oftheexamaswellascompleterevisionsof parts ofthe exam.
Fail/Retake
•Ifthe student is inneedofimprovementin allfourareas, thestudent will berequired to retaketheexam with anew committee.
•Ifa revisedandresubmitted exam fails todemonstrate competenceinallfour areas, thestudentwill berequiredtoretaketheexamwithanew committee.
A studentwhofails on the firstsubmission oftheexam will haveonlyoneopportunityto retaketheexam within12 months from thedate ofthecompletion oftheinitialexam process.
AcademicStandards
Graduatestudentsmustearnanaverage ofBin allresidentgraduatecoursesandcreditsapplicabletotheirdegree.OnlycoursescompletedwithgradesA,B,C orSmaybe applied tograduatecourserequirements andtocreditrequirementsforgraduatedegrees.Gradingin mostgraduatecoursesis basedon A-Egrades, andsomearebasedon anS/Ubasis.AstudentmaybegivenanIncomplete (I)if, dueto circumstancesbeyondthestudent’scontrol,workisnotcompletedon schedule.Thedateforcompletionisspecifiedbythe instructorandisnotmorethan onemonthbefore theend ofthesessionfollowingthatin whichthe “I” is received.ThegradeIisautomaticallychanged to EorUunlessworkiscompletedasagreedbetweenthestudentandtheinstructor.
TheDissertationProcess
Thedissertationistheculmination ofthedoctoralprogram.Assuch,it mustattesttoahighdegreeofscholarlycompetence.Thedissertationmustreportin acceptedscholarlystyleanoriginalinvestigationofaproblemofsignificancein themajorfieldofstudy.Itmust demonstratethatthecandidateiscapable ofconducting,reportingandinterpretingresearchandanalysesthatmakeasubstantialcontribution toknowledgein anarea relatingto educationaltheoryandpractice incurriculumandinstruction.
Afterbroadreading, coursework,andconsultationwithfaculty,studentsidentifya tentativedissertationtopic.Preliminaryexplorationofthistopiccanproductivelybecarriedoutin advancedseminarswithinstudents’areasofspecialization,orin departmentalcoursessuchasETAP890.
TheDissertationCommittee
Eachstudentselectsadissertationchair,whotypically must bea facultymemberwithinthe
Department ofEducationalTheoryandPractice.Inconsultationwiththechair,thestudentselectstwoor moreadditionalmembersofthedissertationcommittee.Studentsarestronglyencouraged to includeatleast onecommitteememberexternaltotheDepartment.Anypersonwhohasreceivedadoctoraldegree mayserve on thecommittee.DissertationcommitteemembersfromoutsidetheUniversitymustbe approvedin advancebythe ETAPfaculty;thisisusuallydoneon thebasisofacurriculum
vitaandarecommendation fromthedissertationchair.
Exceptionstotheserequirementsmust beapprovedbytheDepartmentfaculty,andmust conform toanyother SchoolofEducationandUniversityrequirements.Whenallmembersofthe committeehavebeenselected andapprovedasnecessary,the studentmustfileanAppointmentofDissertationCommitteeformavailablein Education114 oronlineattheETAPwebsite, theDepartmentsecretaryfor submissionto theSchoolofEducationAcademicCouncil.
DissertationProposal
Students workwiththeirdissertationcommitteesto developaformaldissertationproposal.Thisproposal mustbeapprovedbyallmembersofthedissertationcommittee.Afterapproval,itmust betransmittedbythe Department to theSchoolofEducationAcademicCouncil.Theform is availableinEducation 114 oronlineattheETAPwebsite,
AdmissiontoCandidacy
Astudentwhosedissertationproposalhasbeen approvedis eligibleforAdmissionto Candidacy.Admissionto candidacyrequires:1)satisfyingtheresidencyrequirements;2)achievingasatisfactoryrecord(Baverage)in coursesandseminars;3)satisfactorilycompletingtheResearchToolRequirement;4) passingthe DoctoralComprehensiveExamination;5)receivingapprovalofthedissertationproposal;and6)completionofanyother Universityrequirementsthatmaybein effect.Studentsmustbeadmittedto candidacyatleastonesession,exclusiveofa summersession,before theacceptance oftheirdissertationand thecompletionof allrequirementsforthe doctoraldegree.
The completionoftheUniversityRecommendationto Admitto Candidacyform,availableinEducation 113 oronlineattheETAPwebsite, Departmentsecretary(Education114).Itmust besignedbythe advisorandtheDepartmentchairpersonand submittedtotheDeanof GraduateStudies.
HumanSubjectsApproval
Priorto collectinganydata involvinghumansubjects,theresearch mustalsobe approvedbytheUniversity’sInstitutionalReviewBoardforresearchconcerninghumansubjects.Instructionsandforms forapplyingforHumanSubjects approvalareavailablefromthewebsiteoftheUniversityofOfficeResearch( IRBcertificationforthoseseekingIRBapprovals;instructionsareavailableatthesamewebsite.
DissertationOral
When thedissertationis complete, thedissertationcommitteewillconducta finalpublicoralexaminationanddefenseofthedissertation.Noticeofthefinaloralshall bepostedbytheDepartmentatleast oneweekpriortotheexamination.Tobeaccepted,thedissertationmust beapprovedbyamajorityofthedissertationcommittee.Thisapprovalwillbe obtainedbya formaldiscussionandvoteofthedissertationcommittee.Dissertationswhichhavebeenapprovedmustbetransmittedtothe Dean ofGraduateStudiesbyMay1 for degreesconferred in May,byAugust1 fordegreesconferredin August,and byDecember1 fordegreesconferredin December.Finalcopiesofthedissertation,acceptablebothinscholarshipandliteraryquality,must besubmittedalongwithstandardtransmittalformstotheOfficeofGraduateStudiesintheformatandnumberprescribedbythe OfficeofGraduate Studies.(SeeGraduateBulletin:GENERALREGULATIONS GOVERNINGSUBMISSIONOFADOCTORALDISSERTATION
(
ContinuousRegistration
Allstudentsenrolledinthe doctoralprogrammustmaintain continuousregistrationforeachfallandspringsession(exceptforperiodsofofficialleavesofabsence)untiltheyhave completedallprogramrequirements.Minimum registrationconsistsofthree(3)creditsofapprovedwork.
Summersessionregistrationcannotbeacceptedinlieuofregistrationforfallorspringsessions.
Astudentwhoneither registersforeachfallandspringsession norhasreceivedanofficialleaveofabsenceissubjecttoterminationunlessgoodcausenot todo so isshownbythe studentafternotificationofsuchpendingaction.
ETAP897
Students canregisterfor3to 12load-onlycreditsof897 forindependentreadinginpreparationforDepartmentalexaminationsand thedevelopmentofadissertationproposal.Prerequisites:Completionof63 creditsof course workand approvalofadvisor.
ETAP899
Studentswhohavebeenadmittedto candidacycanfulfilltheUniversityrequirement ofcontinuousregistrationbyregisteringfor one(1)unit ofTAP899eachsemesterastheywork ontheirdissertation.TAP899 provides“load only”creditsthat do notcounttowardthe78-creditminimumforthePh.D.
LeavesofAbsence
Leavesof absencecan begrantedforcause;continuousregistrationrequirementsandthestatuteoflimitationsaresuspendedduringaleaveof absence.Formsto requestaleaveof absence areavailablefrom theGraduateAdmissionsOfficeat(518)442-3980.Theyshould becompletedandsubmittedwith theadvisor’sendorsementforreviewbytheappropriateDepartmentcommittee.
Morethan oneleaveof absencecanberequested, up to atotaloftwoyears.
StatuteofLimitations
Allrequirementsforadoctoraldegree mustbecompletedwithineightcalendaryearsfromthedateofinitialregistrationin theprogram.
Thesestatutesapplyequallyto allstudents,whethertheyenter with orwithoutadvancedstanding,engagein full-orpart-timestudy,or change theirareasofspecializationafteradmission.
Assistantships
Eachyear,the Department ofEducationalTheoryandPracticehasalimitednumberofassistantships.Assistantshipscarryanacademicyearstipendaswellastuitioncredits.Newstudentsshould applyforassistantshipswiththeirapplicationsforadmission,andcontinuingstudentsmustreapplyeachyearbyMarch 1 usingtheappropriateformavailablefromtheDepartmentoffice,Education122 oronlineattheETAPwebsite, an assistantship a studentmustbeenrolledfor full-timestudy,andmaynothave otheremploymentwhileon anassistantship.Assistantshipsrequire avarietyofworkresponsibilities.Graduatestudentson assistantshipsare expectedtodevoteabout halfoftheirtimetoassistantshipdutiesandhalf totheiracademicstudies,andcompleteatleast18 creditsduringtheacademicyear.Atypicalacademicloadis9 credits/ semester.Studentsareassigned to workwithparticularfacultymembersorto helpwithparticulardepartmental tasks.
Inaddition to ETAPassistantships,studentsmaybeeligibleforotheraid fromtheUniversity,andforassistantshippositionsthat are fundedbygrants andcontactsfromexternalagencies.(SeeGraduate Bulletin:EXPENSESANDFINANCIALAID,
TravelGrants
Duringmostsemesters,theDepartmentisableto offeradditionalsupportforstudenttravel topresentatprofessionalconferences.Astudent mustbeapresentingauthorto beeligibleforthesegrants. Please see Scott Lawson, Department Coordinator, for applications and details.
StudentSupportGroups
ACRIDAT(AlbanyConsortiumforResearchin InstructionalDesignandTheory)ACRIDATseekstobuildacollaborativecommunityof scholarsdedicatedtounderstandingandimprovinginstructionandtrainingacrossavarietyof settings,subjectmatters,andmethodsoflearningfacilitation.Itsponsors aweeklyforum ofgraduate studentsand professorswhomeettodiscuss theory,research,andpracticerelatedtoinstruction,educationaltechnology,learning,andinstructionaldesign.Studentsareespeciallyencouraged to practice professionalpresentationsandtestideasformastersanddoctoralresearch.Facultyalsoleaddiscussionson theirownresearch;teachingorcurriculumdevelopmentprojects;orcriticalissuesininstruction,instructionaldesign,or instructionaltechnology.ACRIDATisopen toanyoneinterestedin theimprovementofinstructionalpracticethroughscholarlyactivity.
GraduateStudentOrganization(GSO)
Allgraduatestudentswhopaythe studentactivityfee are GSOmembers.TheGraduateStudentOrganization(GSO)isastudent-rungroupthatcreatesprogramsdesignedtofacilitateandenhancetheacademic and extracurricularexperienceofgraduatestudentsattheUniversityatAlbany,SUNY.Theprograms andservices(listedbelow)offeredbythe GSOare fundedbythegraduatestudentactivityfee thatappearsontheirtuitionbill–youpaythe fee,youareamemberandyouare entitled toalltheprivilegesofbeingamember:
Grants forresearch andtravel(asmuchas$500 perstudent,perfundingperiod)areavailable.Funding isawardedbytheGrantCommitteeforeach ofthreefundingperiods(Fall,Spring, andSummer).
Additionally, ifyouare interestedin gainingvaluableexperiencein reviewingandwritingproposals, theGrantCommitteeisperfectforyou.
GSOPrograms,ServicesandOpportunities
S.C.O.R.O.(Standing CommitteefortheOversightofRecognizedOrganizations)
Thiscommitteedeterminesallocationsto graduatestudentgroupsthataresubdivisionsoftheGSO.Anygroupwhosebudgetandconstitutionhave beenapproved mayreceiveasmuchas$2,000 forthe year.
The MulticulturalCommitteeconductsworkshopsto enhanceawarenessofissuessurroundingracialandethnicdiversity.TheMulticulturalCommitteealsomaintainsanaffirmativeactionpolicyfor the GSO.
The GSONewsletterisa periodicpublicationdistributedto inform notonlyGSOmembersbut allgraduatestudentsofpertinentissues.Likemanyof the servicesoftheGSO,the newslettercomesfromthestudents.
TheSocialIssuesCommitteespeaksto theneedsof graduatestudentsfocusingon their roleasemployeesoftheUniversity.The issues addressedbythiscommittee areofteneconomicinnatureandincludetuition,healthinsurance,thetransportationfee,andthetechnologyfee.
RelatedProfessionalAssociations
Graduatestudentsareexpected tobecomeinvolvedin appropriateprofessionalassociations,throughmembership,participationin meetings,andpresentationofpapers.Generally,professionalassociationsencouragestudent involvement,oftenin governanceandthroughfinancialsupportto attendmeetings.
AmericanEducationalResearchAssociation(AERA)istheumbrella professionalassociationforeducationalresearchers.AERAincludesresearcherswith awide rangeof interestswhicharereflected in theorganization’sDivisionsandSpecialInterestGroups.Student membershipincludesa subscriptionoftheEducationalResearcherandanotherAERAjournalofyourchoice.TherearealsoregionalaffiliatesofAERA– in thisregiontheaffiliateistheEastern EducationalResearchAssociation(EERA).Additionally,otherregional associationsexist,like,forexample,theNortheastEducationalResearchOrganization(NEERO).
Mostspecializationsalsohaveprofessionalassociationsin whichstudents shouldconsiderbecominginvolved. Anincompletelistofassociationsstudentsmightconsiderfollows:
AmericanAnthropologicalAssociation(AAA)AmericanEvaluationAssociation(AEA)AmericanPsychologicalAssociation(APA)AmericanPsychologicalSociety(APS)AmericanSociologicalAssociation(ASA)
Computer-AssistedLanguageInstructionConsortium(CALICO)InternationalReadingAssociation(IRA)
InternationalSocietyoftheLearningSciences(ISLS)
ModernLanguageAssociation(MLA)
NationalCouncilforMeasurementinEducation(NCME)NationalCouncilfortheSocialStudies(NCSS)
NationalCouncil ofTeachersofEnglish(NCTE)NationalCouncil ofTeacherofMathematics(NCTM)NationalReadingConference(NRC)
NorthAmericanChapteroftheInternationalGroupforthePsychologyof MathematicsEducation(PME-NA)
Societyfor Text andDiscourse
TeachingofEnglishto Speakersof OtherLanguages (TESOL)