Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch014
This chapter examines design considerations for online doctoral programs. Although the methods of course delivery and interpersonal interactions are different, the rigor of the online programs must equal those of the on-ground programs. Interactions among classmates, fellow doctoral students, and the faculty members must be purposefully designed and supported in order to attain the same enhancements that those equivalent interactions in on-ground courses support. Support mechanisms for encouraging and facilitating beyond course experiences must be created and periodically assessed.
{"title":"Design Considerations for Online (and On-Ground) Programs","authors":"","doi":"10.4018/978-1-7998-2656-9.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch014","url":null,"abstract":"This chapter examines design considerations for online doctoral programs. Although the methods of course delivery and interpersonal interactions are different, the rigor of the online programs must equal those of the on-ground programs. Interactions among classmates, fellow doctoral students, and the faculty members must be purposefully designed and supported in order to attain the same enhancements that those equivalent interactions in on-ground courses support. Support mechanisms for encouraging and facilitating beyond course experiences must be created and periodically assessed.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124488371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch020
This chapter addresses being a doctoral student in the dissertation stage of the doctoral program. The advice begins by pointing out that in most programs you will not have an approved topic and research questions until the dissertation stage. It is in the proposal/prospectus stage that you first fully commit to specific research questions. Advice is given on working with the dissertation committee and especially the committee chair. The chapter finishes with general advice about the proposal, the research, the writing, and the final defense.
{"title":"Being a Doctoral Student: The Dissertation Stage","authors":"","doi":"10.4018/978-1-7998-2656-9.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch020","url":null,"abstract":"This chapter addresses being a doctoral student in the dissertation stage of the doctoral program. The advice begins by pointing out that in most programs you will not have an approved topic and research questions until the dissertation stage. It is in the proposal/prospectus stage that you first fully commit to specific research questions. Advice is given on working with the dissertation committee and especially the committee chair. The chapter finishes with general advice about the proposal, the research, the writing, and the final defense.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127084836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch008
This chapter begins the discussion of the important features of a doctoral program that typically do not fall within the structure of coursework. Advising and mentoring are critical features of any doctoral program. There should be ongoing discussions of career choices, interests, and the development of the doctoral student as a professional within the specialized field. Special attention is paid to the historical development of the residency requirement, which is typical of most current doctoral programs in education. The original intent of the residency is compared to some current forms of the residency requirement.
{"title":"Advising, Mentoring, and the Residency Requirement","authors":"","doi":"10.4018/978-1-7998-2656-9.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch008","url":null,"abstract":"This chapter begins the discussion of the important features of a doctoral program that typically do not fall within the structure of coursework. Advising and mentoring are critical features of any doctoral program. There should be ongoing discussions of career choices, interests, and the development of the doctoral student as a professional within the specialized field. Special attention is paid to the historical development of the residency requirement, which is typical of most current doctoral programs in education. The original intent of the residency is compared to some current forms of the residency requirement.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124953980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch011
This chapter expands on the original framework introduced in Chapter 1 with the purpose of developing a robust framework for developing and assessing doctoral programs in education. In addition to communities of practice and the basic elements of the doctoral program, the proposed framework adds both student goals and adaptive expertise to create a four-part framework.
{"title":"A Proposed Framework for Designing a Doctoral Program","authors":"","doi":"10.4018/978-1-7998-2656-9.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch011","url":null,"abstract":"This chapter expands on the original framework introduced in Chapter 1 with the purpose of developing a robust framework for developing and assessing doctoral programs in education. In addition to communities of practice and the basic elements of the doctoral program, the proposed framework adds both student goals and adaptive expertise to create a four-part framework.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114625016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch010
This chapter highlights professional experiences that are often encouraged and sometimes required by doctoral programs in education. Examples of such experiences are listed and illustrated in two categories: within course experiences and beyond course experiences. The requirements for professional experiences vary widely based on the specific goals of the doctoral program and the expectations within the communities of practice for which the candidates are being prepared.
{"title":"Professional and Beyond Course Experiences","authors":"","doi":"10.4018/978-1-7998-2656-9.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch010","url":null,"abstract":"This chapter highlights professional experiences that are often encouraged and sometimes required by doctoral programs in education. Examples of such experiences are listed and illustrated in two categories: within course experiences and beyond course experiences. The requirements for professional experiences vary widely based on the specific goals of the doctoral program and the expectations within the communities of practice for which the candidates are being prepared.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127321593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch009
This chapter discusses forms of assessment that typically fall outside the coursework structure in doctoral programs. This includes annual reviews and comprehensive examinations. The annual review is an assessment that many doctoral programs have developed as an organized way to ensure that all doctoral students are being mentored and their development as professionals in the field is being documented. Comprehensive examinations come in many forms, but they are most commonly used as a culminating checkpoint to assess the level of specialized knowledge the doctoral student has mastered.
{"title":"Annual Reviews and Comprehensive Examinations","authors":"","doi":"10.4018/978-1-7998-2656-9.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch009","url":null,"abstract":"This chapter discusses forms of assessment that typically fall outside the coursework structure in doctoral programs. This includes annual reviews and comprehensive examinations. The annual review is an assessment that many doctoral programs have developed as an organized way to ensure that all doctoral students are being mentored and their development as professionals in the field is being documented. Comprehensive examinations come in many forms, but they are most commonly used as a culminating checkpoint to assess the level of specialized knowledge the doctoral student has mastered.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128192574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch002
This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.
{"title":"Higher Education and the Move From Bachelor's Degrees to Graduate Programs","authors":"","doi":"10.4018/978-1-7998-2656-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch002","url":null,"abstract":"This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117171697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch012
This chapter begins to offer a template for developing new doctoral programs in education or revamping existing programs. This chapter uses the proposed framework to define critical aspects of coursework and specialization to be considered in the design of such programs. It is not offered as a one-size-fits-all program. The intent is to offer a starting point for the structure of coursework while leaving lots of flexibility for innovative approaches and attributes of the program specific to the specialized field.
{"title":"A Template for Coursework and Specialization","authors":"","doi":"10.4018/978-1-7998-2656-9.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch012","url":null,"abstract":"This chapter begins to offer a template for developing new doctoral programs in education or revamping existing programs. This chapter uses the proposed framework to define critical aspects of coursework and specialization to be considered in the design of such programs. It is not offered as a one-size-fits-all program. The intent is to offer a starting point for the structure of coursework while leaving lots of flexibility for innovative approaches and attributes of the program specific to the specialized field.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114287738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch013
This chapter continues to offer ideas for developing and revamping doctoral programs with a focus on professional experiences. It is left for the program faculty to define their own list of professional experiences that they will require and/or encourage. The proposed framework serves as a tool by which the faculty might brainstorm the list and/or assess the existing list of professional experiences in their program.
{"title":"Designing a Doctoral Program in Education Including Professional Experiences","authors":"","doi":"10.4018/978-1-7998-2656-9.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch013","url":null,"abstract":"This chapter continues to offer ideas for developing and revamping doctoral programs with a focus on professional experiences. It is left for the program faculty to define their own list of professional experiences that they will require and/or encourage. The proposed framework serves as a tool by which the faculty might brainstorm the list and/or assess the existing list of professional experiences in their program.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133117490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch022
This chapter offers advice to new doctoral graduates about continuing the scholarly habits instilled by the doctoral program. The scholarly lens developed in the program can be continuously used and developed long after commencement. Advice is given on how to think about continued research and dissemination of the results of the new research. This advice applies to doctoral graduates in any work context, whether in pre-K-12 schools, working at a college or university, or any other educational context.
{"title":"Continuing the Scholarly Habits After Graduation","authors":"","doi":"10.4018/978-1-7998-2656-9.ch022","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch022","url":null,"abstract":"This chapter offers advice to new doctoral graduates about continuing the scholarly habits instilled by the doctoral program. The scholarly lens developed in the program can be continuously used and developed long after commencement. Advice is given on how to think about continued research and dissemination of the results of the new research. This advice applies to doctoral graduates in any work context, whether in pre-K-12 schools, working at a college or university, or any other educational context.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121096287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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