|
|
|
College of Education 243 Ritter Hall, Degree Programs: Master
of Education and Doctor
of Education and Curriculum Instruction
and Technology in Education
Program Offerings: Educational Leadership
and Policy Studies Program Offerings: Urban Education Supervisory Certification
Program Psychological Studies
in Education Adult and Organizational
Development Counselling
Psychology Educational Psychology School Psychology Physical Education
|
Advanced Standing and Transfer of Credit When students are admitted to a doctoral program, the relevant department or program will recommend to the Associate Dean for Academic Affairs the amount of advanced standing to be awarded for previous graduate work. The usual rule is that the department or program may grant an amount of advanced credit which is equivalent to its master's degree. For most of the programs in the College of Education, this is 30 credits. Credit will be granted when the courses in the master's degree are appropriate for the doctorate. Advising Form All doctoral students must complete the College of Education's Advising Form which details the courses and experiences required in the program. This form must be completed in consultation with the student's academic adviser. The form may be completed as early as the time of admission but must be completed after accruing the first 12 hours of graduate credit applicable to the degree requirements. The form is available in the Office of the Director of Student Services. Preliminary Examination The preliminary examination tests the student's breadth of knowledge within his or her area of study. It may be written and/or oral and frequently occupies two or more days. Students are not permitted to take this examination until they have completed the course requirements for their program of study. Dissertation The dissertation is expected to exhibit scholarship, reflect mastery of technique, and make a distinctive contribution to the field of knowledge in which the candidate has majored. A sponsoring committee of at least three members, composed of the major professor and at least two other graduate faculty members, is responsible for the general supervision of the doctoral dissertation. Two of the members of the sponsoring committee must be from the student's program area. Candidates for the doctorate are required to prepare a dissertation proposal that must be approved and signed by the sponsoring committee and must be submitted to the Associate Dean for Academic Affairs. In addition, all proposals must be approved by the College Proposal Review Committee (CPRC). When approval by the CPRC has been obtained, one copy of the approved proposal will be submitted to the Graduate School, and one copy will be retained in the student's file. Final Examination Candidates who have fulfilled all other requirements, on the recommendation of the major professor and the other members of the sponsoring committee, will be admitted to the final doctoral dissertation examination. This test is independent of both the course and matriculation examinations and is conducted by the examining committee, members of the graduate faculty, and others who are interested or invited to attend. The examination is oral and may concern itself with the dissertation and such major and subordinate subjects as the examiners elect. It is the responsibility of the candidate to obtain approval of the dissertation from each member of the committee. Each dissertation must be submitted in duplicate to the Office of the Director of Student Services at least two weeks prior to the defense. The final examination committee is composed of the three members of the sponsoring committee and a minimum of two additional examiners, one of whom must be from a department or program other than the one in which the student is majoring. The fifth examiner may be assigned by the Associate Dean for Academic Affairs, and may be from outside the graduate faculty as long as the examiner's expertise qualifies him or her for participation in the examination. After approval of the dissertation by the examining committee, the candidate shall submit two copies of the work to the Graduate School in black spring-back binders for deposit in the University library and for microfilming. In addition, a "Certification of Acceptability," Microfilm Agreement, Survey of Earned Doctorates, and two copies of an abstract of no more than 350 words, which indicates the scope of the work, materials used, and results obtained, must be submitted to the Graduate School along with the dissertation. The submission of the final copy of the dissertation and the short abstract must be no later than four weeks from the date of the oral examination. The Graduate School has the right to reject the dissertation if it does not meet all Graduate School criteria. Program Reorganization The program descriptions from the four departments in the College of Education that follow this section of the Bulletin represent the organizational and program structure of the College at the time this Bulletin was written. Students who are interested in applying to a graduate program in the College should check with the Office of the Chair in which the program resides to ascertain the current status of programmatic offerings. CURRICULUM, INSTRUCTION AND TECHNOLOGY IN EDUCATION (CITE) Direct inquiries to: Dr. Raymond S. Lolla, Chair, (215) 204-6387, 351 Ritter Hall, College of Education, Temple University, Philadelphia, PA 19122. Saul Axelrod, Professor, Ph.D., Florida State University; Nettie R. Bartel, Professor, Ph.D., Indiana University; Edward Brower, Professor, Ed.D., Temple University; Matthew Bruce, Professor, Ph.D., Pennsylvania State University; Diane N. Bryen, Professor, Ph.D., Temple University; Victor Cimino, Assistant Professor, Ed.D., Temple University; Colden Garland, Associate Professor, Ed.D., The University of Rochester; Smita Guha, Assistant Professor, Ph.D., State University of New York in Buffalo; Penny L. Hammrich, Assistant Professor, Ph.D., University of Minnesota; Stephen Krulik, Professor, Ed.D., Columbia University; Thomas Lackman, Ph.D., University of Delaware, Jerome I. Leventhal, Professor, Ed.D., State University of New York at Buffalo; Jacqueline Leonard, Assistant Professor, Ph.D., University of Maryland; Raymond S. Lolla, Professor, Ph.D., Purdue University; Robert J. Mahar, Associate Professor, Ed.D., Wayne State University; Terry D. Meddock, Professor, Ph.D., University of Illinois; Susan B. Neuman, Associate Professor, Ed.D., University of the Pacific; Aida A. Nevárez-LaTorre, Assistant Professor, Ed.D., Harvard University; Lynda Price, Assistant Professor, Ph.D., University of Minnesota; Ivan Quandt, Professor, Ed.D., Indiana University; Elton Robertson, Professor, Ph.D., Syracuse University; Jayminn S. Sanford, Associate Professor, Ed.D., Harvard University; Kenneth G. Schaefer, Professor, Ph.D., Columbia University; Joseph Schmuckler, Professor, Ed.D., University of Pennsylvania; Stiles N. Seay, Associate Professor, Ph.D., University of Texas; Dolores Silva, Professor, Ed.D., Columbia University; Ellen Skilton-Sylvester, Assistant Professor, Ph.D., University of Pennsylvania; Cathleen Soundy, Associate Professor, Ed.D., Rutgers University; Francis J. Sullivan, Associate Professor, Ph.D., University of Pennsylvania; S. Kenneth Thurman, Professor, Ph.D., George Peabody College of Vanderbilt University; Thomas Walker, Professor, Ed.D., Temple University;Valaida Walker, Professor, Ed.D., Temple University; Christine Woyshner, Assistant Professor, Ed.D., Harvard University.
|