DepartmentofFoundationsofEducation Ph.D.inEducationConcentrationinEducational Psychology
Student/FacultyHandbook
ConcentrationFaculty
ChristineLeeBae,Ph.D.,ConcentrationCoordinator
ThomasFarmer,Ph.D.
JohnFife,Ph.D.
JenniferLoCasale-Crouch,Ph.D.
KathleenRudasill,Ph.D.
SharonZumbrunn,Ph.D.
October2024
ThishandbookisdesignedtoguidedoctoralstudentsthroughtheEducationalPsychology(EDPS) concentrationinthePh.D.inEducation.Aspectsofthedoctoralprogramthatareuniqueto EducationalPsychologyareoutlinedinthisdocument,andtheEducationalPsychologyfaculty reservetherighttochangeandupdateinformationandrequirementsasappropriate.Studentsare alsoexpectedtobefamiliarwiththeSOEPh.D.inEducationStudent/FacultyHandbookfor generalprogrampolicies.ManyrequiredformsarealsoavailableontheDoctoralprogramCanvas site.Itistheresponsibilityofalldoctoralstudentstokeepabreastofprogramrequirementsand changesintheprogram.
PHILOSOPHY TheEducationalPsychologyconcentrationisdesignedforresearch-orienteddoctoralstudentswho wanttopromotethesuccessofstudentsineducationalenvironments.Doctoralstudentswill integratetheoryandresearchintheareasofdevelopmentalpsychology,cognition,social psychology,motivation,assessment,anddiversitytobetterstudylearninginschoolsorother educationalsettings.Thisdoctoralprogramisidealforstudentswhowanttospecializein scholarshiprelatedtocognitive,motivational,social,andenvironmentalfactorsthatshape teachingandstudents’learning.
Researchinterestsofcurrentfacultyareavailablethroughthefollowingresearchlabandfaculty links:
MotivationinContextLab
- Dr.SharonZumbrunn
DiscourseandLearningLab
- Dr.ChristineBae
- JohnFife
- JenniferLoCasale-Crouch
Graduatesarewell-preparedtoteachandconductresearchineducationalpsychologyandrelated programsatthecollegeoruniversitylevelaswellastotakeleadershippositionsinstateorschool divisionresearchandpolicyenvironments.
REQUIREDCREDITS Aminimumof60creditsisrequiredforthedoctoraldegreeforstudentsenteringwithamaster’s degree.Aminimumof75creditsisrequiredforstudentsenteringwithabaccalaureatedegree.
Note: StudentswhoareplanningtoobtainanacademicpositionpostPh.D.typicallyenrollin additionalcreditstocompletethedegreein4yearsinordertofurtherdeveloptheirscholarship. Thesedecisionsshouldbemadeinconsultationwiththeiradvisor ADMISSION
EducationalPsychologyconcentrationfacultyarecommittedtoidentifyingindividualscapableof conductingqualityresearchinhighereducation,earlychildhoodand/orK-12settings. RequirementsforadmissiontothePh.D.concentrationinEducationalPsychologyinclude:
1. GeneraladmissionrequirementsoftheVCUGraduateSchool
2. Baccalaureateormaster’sdegreeinpsychology,educationalpsychology,orrelated discipline
3. Aminimumofthreereferencesandlettersofrecommendationfromindividualsina positiontoevaluateanapplicant'sgraduatestudypotential.Applicantsshouldconsiderthe inclusionofreferenceswhocanaddresstheiracademicabilityandresearchcapability.
4. Awrittenstatementofprofessionalgoalsincluding:
a. Professional/careergoalsandspecializedacademicinterestareas.
b. Skillsand/orcharacteristicsthatwillfacilitatetheapplicant'spursuitofthegoals cited(e.g.,researchexperience,statisticalknowledge,etc.)
5. SatisfactoryscoresontheGRE
6. Transcriptsofallpreviouscollegework
7. Curriculumvitae
8. ParticipationinapersonalinterviewwithEducationalPsychologyfaculty.Althoughan in-personinterviewwiththecandidateishighlypreferred,aphoneorvirtualinterview withthecandidateisacceptable.
9. Academicwritingsample
Applicantsshouldbepreparedtoanswerquestionssimilartothefollowing:
● WhatarethereasonsyouareinterestedinjoiningtheEDPSconcentration?
● Whatareyourresearchinterestsandhowdotheyfitwithongoingfacultyresearchin theEdPsychprogram?
● Pleasedescribeyourresearchexperiences.(Canyoudescribearesearchprojectyou workedon,themainpurposeofthestudy,whatyourrole(s)were,andsomeofthe mainfindings?)
● Pleasetellusaboutyourteachingexperiences.
● Whatareyourlong-termcareergoals?(tenure-trackfaculty,other)
● Pleaseshareaboutatimewhenyoudisagreedwithacolleagueorfellowstudentand whatyoulearnedfromthatexperience.
DOCTORAL PROGRAM OVERVIEW UponadmissiontotheEducationalPsychologydoctoralconcentration,students’main responsibilitywillbetocompleteinitialcourseworkwhilereflectingoncareergoals,pursuing researchideas,andeventuallyselectingadissertationcommittee.Duringthisperiod,studentswill interactandcollaboratewithprofessorsandotherstudentsintheconcentrationthrough courseworkandotheracademicandprofessionalactivities.Theseinteractionsareopportunitiesfor multipleexperiencestolearnhowfacultyengageintheirworkandhowstudentswillbegintheir ownwork.
Throughouttheirgraduatestudentcareer,studentsworkcloselywithafacultyadvisor Theadvisor willaidthestudentindevelopingaprogramofstudy,choosingco-curricularstohelpthemprepare forcareergoals,andworkwiththestudentonthefacultymember’sresearchprogramtohelp studentsgainadditionalresearchexperience.Thestudent-facultyrelationshipisamutuallychosen partnership.Studentsareencouragedtoseekoutandgainadditionalmentorshipandresearch experienceswithotherfacultymembersaswell.
STUDENT LEARNING OUTCOMES ThefollowingisalistofstudentlearningoutcomesthatallPh.D.studentsintheEducational Psychologyconcentrationmustcompletethroughcoursework(concentrationcourseworklistedin parenthesesbelow),research,andotheracademicactivitiesasnegotiatedwithyouradvisor:
I. ContentKnowledge A. Demonstrategeneralandappliedknowledgeofdifferenttheoretical/conceptualapproaches thatareusedineducationalpsychology.Studentswilldemonstratetheabilitytocritically analyze,synthesize,andcritique(e.g.,strengthsandweaknessesinmethodology,gapsin literature)educationalpsychologyliterature.
1. Introducedanddevelopedthroughcoursework(EDUS620,EDUS621,EDUS690, EDUS720,EDUS721),researchteamexperiences(EDUC797),and/orco-curriculars. Assessedthroughthecomprehensiveexamanddissertation.
II. KnowledgeofFoundationsofEducationalResearchandDesign A. Demonstrateanappropriatelevelofknowledgeoftheoreticalandsocialissuesofscholarly inquiry,policyandethicsofeducationalresearchandwilldemonstrateanappropriatelevelof knowledgeandskillsessentialtodesigning,conductingandinterpretingqualitativeand quantitativedesignresearch.
1. Introducedanddevelopedthroughcoursework(EDUS620,EDUS621,EDUS660, EDUS662,EDUS720,EDUS721),researchteamexperiences(EDUC797),and/or co-curriculars.Assessedthroughthequalifyingassessment,comprehensiveexam,and dissertation.
III. ApplicationofLeadership,Research,and/orProfessionalSkills A. Engageinandpracticeleadership,researchand/orprofessionalskillsinaprofessional placementinaschool,agencyorcorporatesetting(e.g.,school,agency,corporation).
1. Assessedthroughtheexternship.
IV. ResearchDesignandImplementation A. Designandconductoriginaleducationalresearch,includingdevelopingnoveleducational researchquestions,demonstratingproficiencyinselectingthemostappropriatestudydesigns, demonstratingproficiencyindatacollection,analysisandsynthesiswithintheidentified theoretical/conceptualframeworkofstudy.
1. Introducedanddevelopedthroughcoursework(EDUS620,EDUS621,EDUS662, EDUS720,EDUS721),researchteamexperiences(EDUC797),and/orco-curriculars. Assessedthroughthecomprehensiveexamanddissertation.
V. OralandWrittenCommunicationSkills A. Demonstrateeffectiveoralcommunicationskills,framingquestionsappropriatelyand implementingactivelisteningskills,developingeffectivepresentationswithrespectto content,organizationandappropriateuseoflanguage.Studentswilldemonstrateproficiency inacademicwriting,includingwritingforpublicationsandpresentations.
1. Introducedanddevelopedthroughcoursework(EDUS620,EDUS621,EDUS720,EDUS 721),researchteamexperiences(EDUC797),and/orco-curriculars.Assessedthrough coursework(EDUS620,EDUS621,EDUS720,EDUS721)andthroughthe comprehensiveexamanddissertation.
REQUIREDCOURSEWORK SeeAppendixAforaproposedplanofstudyforfull-andpart-timestudents.
EDPSCoreRequiredCourses
EDUS620 HumanDevelopmentinEducation(EveryotherFall(odd))*
EDUS621 MotivationinEducation(EveryotherSpring(odd))*
EDUS690 AcademicPublishing(Spring)
EDUS720 CognitionandSchoolLearning(EveryotherSpring(even))*
EDUS721 SocialProcessesinEducation(EveryotherFall(even))*
EDUC797 DirectedResearch(1credit/semesterforfirstthreesemesters)
- Attendweeklylabmeetings
- 1styear:Joinaproject
- 2ndyear:Leadaproject
SOERequiredCourses
EDUS608 StatisticsforSocialResearch(Fall)
EDUS662 EducationalMeasurementandEvaluation(EveryotherFall(even))*
EDUS700 Externship(Fall,Spring,Summer;seehereforexamples)
EDUS702 FoundationsofEducationalResearchandDoctoralScholarshipI(Fall,Spring)
EDUS703 FoundationsofEdResearchandDoctoralScholarshipII(Summer,Spring)
EDUS710 QuantitativeResearchDesign(Fall,Spring)
EDUS711 QualitativeResearchMethods(Fall,Spring)
EDUS890 DissertationSeminar(Fall,Spring;canoptoutwithadvisorapproval)
EDUC899 DissertationResearch(Fall,Spring,Summer)
*Studentsshouldprioritizecoursestaughteveryotheryear.
Electives
Studentsmusttakeaminimumof 4electivesthroughouttheirprogram;atleast3mustbe researchelectives.ItisrecommendedthatoneofthesebetakenoutsidetheSchoolofEducation.
SOE Electives (Check Special Ed and CCC for other courses)
EDUC697 CollaborativeScholarship(Fall)
EDUS639 Race,EthnicityandEducation
EDUS651 SpecialTopics-ResearchPracticePartnershipsinPK-12Education
EDUS661 EducationalEvaluation(EveryotherFall(odd))
EDUS663 AppliedMultivariateStatsinEducation(Fall)
EDUS664 MultilevelModelinginEducation(Spring)
EDUS665 AssmtIssuesandDesignforClassroomPracticeandEducationPolicy
EDUS667 AppliedStructuralEquationModelinginEducation(EveryotherFall(odd))
EDUS673 Democracy,Equity,andEthicsinEducation(Summer)
EDUS712 MixedMethods(Fall)
EDUS713 CriticalMethodsinEducationforJusticeandEquity(Spring)
EDUS714 QualitativeDataAnalysis(Spring)
SEDP708 GrantWritinginSpecialEducationandOtherSocialSciences(Fall)
TEDU651 TopicsinRaceandEducation(SpecialTopicsCourse)
EDUC797 DirectedResearch(can be taken in addition to the 3 required credits for EDPS) - Emailstufflebeemmd@vcu.eduandrequest3-creditsectionunderBae,Fife, Zumbrunn,orLoCasale-Crouch
University Electives (Check Psychology and Social Work for other courses)
GRAD601 TheAcademicProfession
GRAD602 TeachingandLearninginHigherEducation
MGMT643 AppliedMultivariateMethods
PSYC643 PrinciplesofPsychologicalMeasurement
STAT623 DiscreteMultivariateAnalysis
SWKD705 MultivariateAnalysisinSocialWorkandHumanServicesResearch
SWKD716 MeasurementinSocialBehavioralSciences
SOCY605 SurveyResearchMethods
PADM605 SurveyResearchMethods
NURS772 AdvancedQualitativeResearchMethods
SBHD633 StructuralEquationModeling
SBHD610 BehavioralMeasurement
BIOS535 BehavioralMeasurement(software=R)
Co-CurricularActivities
Thepurposeofallco-curricularactivitiesistoshapethestudent’scurriculumvitae,makingthem ascompetitiveaspossibleforavailablejobsaftergraduation.Co-curricularactivitiesmayinclude participationinconductingresearch,teaching,grantpreparation,and/orservice.Theseactivities willbemonitoredbytheadvisorandconcentrationcoordinator.Someactivitiesarerequiredofall PhDstudentsintheEducationalPsychologyconcentration,andothersaredeterminedwiththe student’sspecificcareergoalsinmind.
Required:
_________Submitanindividualorgroupproposaltoaconferenceinyears1or2
_________Submitanindividualorgroupproposaltoaconferenceinyear2or3
_________Attendaregionalornationalconference
Choose at least 1 from the list below in consultation with your advisor:
_________ServeasaTAforacourseorteachacourse
_________Apprenticewithafacultymemberasaresearchassistantfor2consecutivesemesters, submitareviewofworkcompleted.(fornocreditorforcreditinadditiontothe48 hrs.oftheprogram)
_________Co-authorajournalarticle
_________Submitexternalgraduatefundingapplication
_________Participateingrantwriting
_________Attendtwoworkshopsorconferences(e.g.,VCU,state,regional,ornational)
_________Other,asadvisorandconcentrationcoordinatoragree
ANNUAL REVIEW Doctoralstudentswillbereviewedonanannualbasis.ThereviewwilloccurinMayeachyear StudentsareaskedtocompletetheAnnualGraduateStudentProgressReport(senttostudentsvia GoogleForms/surveyinApril)priortothereviewmeeting.SeeAppendixBfortheAnnual GraduateStudentProgressReport.
FIRST-YEAR(and/or18-21credits)REVIEWANDQUALIFYINGASSESSMENT ● Studentsareaskedtocompletethequalifyingassessmentportfolio
● Facultywillreviewtheportfolio
● Facultycommitteememberswillmeetwithstudentstodiscuss
Ph.D.ProgramPolicy
ThequalifyingassessmentisthesameforallPhDstudentsintheSchoolofEducation(seeSOE Ph.D.Handbook).
EducationalPsychologyConcentrationPolicy
Thefirst-yearreviewisdesignedtoassessastudent’sprogressintheEducationalPsychology Ph.D.concentration.Theoverarchinggoalofthisreviewistohelpstudentsreflectcriticallyabout theirprogressinthedoctoralprogramandwhatnextstepsneedtobetakentohelpyousucceedin theprogram.Thefirst-yearreviewwillincludemultipledifferentpointsofevaluationand feedback.Productsinclude:1)Qualifyingassessmentmaterials;2)Selectassignmentsfrom educationalpsychologycorecourses;3)Revisedpersonalstatement;4)Updatedcurriculumvitae (CV);5)Graduateassistantshipevaluation(s)(ifapplicable);6)Studentdispositioninformation(if applicable);and7)Afirst-yearcommitteemeeting.
AlldocumentswillbeuploadedtoaGooglefolder.Attheendoftheprocess,thecommittee:1) approvesthestudentmovingforwardintheprogram;2)recommendsremediationinoneormore areas;or3)recommendsdismissalfromtheprogram.Theprocessanddifferentcomponentsofthe first-yearreviewaredetailedbelow.
Qualifying Assessment TheprimarypurposeoftheQualifyingAssessmentistodemonstrateknowledgeofmajorresearch paradigms,philosophicalassumptionsundergirdingresearch,ethicsofresearch,andthedesigning andinterpretationofquantitativeandqualitativeempiricalmethodologies.Thequalifying assessmenthasthreecomponents:1)Foundationsofeducationalresearchanddoctoral scholarship,2)Quantitativemethods,and3)AdditionaldocumentsrelatedtoEDPS-specific seminarcourses,updatedpersonalstatement,andCV.Thecontentforeachcomponentisbasedon thefollowingcourse(s)appropriatetoeachoftheareas:
Component1: Foundations of Educational Research
EDUS702.FoundationsofEducationalResearchandDoctoralScholarshipI
a) Submit original and revised discipline paper or course artifact with instructor feedback that illustrated application of growing content expertise. Include all feedback provided by instructor
b) Individual evaluation (provided by course instructor, uploaded by faculty).
EDUS703.FoundationsofEducationalResearchandDoctoralScholarshipII
a) Submit original and revised course paper or course artifact with instructor feedback that illustrated application of growing content expertise. Include all feedback provided by instructor.
b) Individual evaluation (provided by course instructor, uploaded by faculty).
Component2: Quantitative Methods
EDUS608.EducationalStatistics
a) Submit original and revised discipline paper or course artifact with instructor feedback that illustrated application of growing content expertise. Include all feedback provided by instructor
b) Individual evaluation (provided by course instructor, uploaded by faculty).
EDUS710.QuantitativeResearchDesign
a) Submit original and revised discipline paper or course artifact with instructor feedback that illustrated application of growing content expertise. Include all feedback provided by instructor
b) Individual evaluation (provided by course instructor, uploaded by faculty).
Includecomponentslistedaboveforthefirst-yearreview.Facultywilluploadtheindividual evaluationsprovidedbycourseinstructors;studentsareresponsibleforprovidingallother documents.Tomoveforward,thestudentmustsatisfactorilymeettherequirementsforboth componentsormustagreetocompleterecommendedremedialstepsasneeded.
Component3: Additional Documents Included in First-Year Review
Select Assignments from Educational Psychology Core Courses
AllcoreEducationalPsychologycoursesincludeeitheraliteraturerevieworresearchproposalas primaryassignments.Fromtheseassignments,studentsshouldincludeboththedraft review/proposalwithinstructorfeedbackandthefinalgradedreview/proposal.Inaddition,the finalgradeineachcoursewillbesupplied.Twoofthefourcourseslistedbelowwillbeincluded inthefirst-yearreview.
● EDUS620:HumanDevelopmentandLearning
● EDUS621:MotivationandLearning
● EDUS720:CognitionandLearning
● EDUS721:SocialProcessesinEducation
Revised Personal Statement
Studentsshouldincludeapersonalstatementthat is a revision and update ofthepersonal statementsubmittedwhenapplyingfortheEducationalPsychologyPh.D.concentration.This personalstatementdemonstratesthatthestudenthasreviewedandreflectedontheirfirst-yearin theprogram.Specifically,thefollowingsectionsshouldbeincluded:a)reflectiononareasof strengthsandimprovement,b)updateonacademic(e.g.,researchinterests)andprofessional goals,andc)actionablegoals/activitiesforthefuture.Thisstatementshouldbe no more than4 double-spacedpages.
Updated Curriculum Vitae (CV)
StudentsshouldincludeanupdatedCV(seeResourcesfolderforexample).
Graduate Assistantship Evaluation(s) (if applicable)
Studentswhohaveagraduateteachingand/orresearchassistantshiparerequiredtosubmita completedevaluationaspartoftheirfirst-yearreviewportfolio(seeResourcesfolder).
Student Disposition Information (if applicable)
Theadvisorandcommitteememberwillsupplyanyprofessionalperformanceevaluationconcerns informationaspartofthefirst-yearreviewportfolio.
● VCUStudentCodeofConduct
● VCUSchoolofEducationHandbook(seepage11;referstoStudentClassroomCodeof ConductinVCUBulletin)
First-Year Review Committee Meeting
Thismeetingwillbemadeupofthestudent,theadvisor,andoneadditionalmemberofthe educationalpsychologyfaculty Theadditionalmemberwillbeselectedbythestudentandthe advisorandshouldtypicallyhaveprofessionalinterestsincommonwiththedoctoralstudent. Timingofthemeetingwilloccurinthesummerattheendofthefirst-yearorthebeginningoffall atthebeginningofthesecondyearintheprogram.
Eachcommitteememberwillhavehadtheopportunitytoreviewtheentireportfolio.Thestudent willcometothemeetingpreparedtodiscusstheirpersonalstatement,materialsinthe portfolio(relatedtocourseworkandresearchexperiences),andanygoalsandactivitiesin thefuture.Committeememberswillaskthestudenttoreflectonwhatwaslearned,any clarifyingquestions,andideasabouttheirfuturegoalsandactivities.
● this meeting is intended for students to share successes and challenges during the first year and to share emerging research interests and academic
● The ambiguity is intentional for you to begin driving and developing your academic agenda
Atthistime,thecommitteeprovidesfeedbackonthesubmittedmaterialsanddiscussesany remedialactivitiesthatwillneedtobecompletedasacontingencyforfullapprovaltomove forwardintheprogram.Attheendofthemeeting,thestudentisexcused,andthecommittee decidesonthefinalrecommendations.Eachstudentisinformedoftheirstatusandany recommendationsforremediationwithinoneweekafterthemeeting.
Full Completion of the Qualifying Assessment OnceastudenthascompletedallcomponentsoftheQualifyingAssessment,thestudentwilladd theremainingcontenttotheirportfolioandnotifytheirfacultyadvisor.Thefacultyadvisorwill either:1)approvethestudentaspassingtheQualifyingAssessmentifnoconcernsarenoted, withoutaneedtoconvenethefirst-yearreviewcommittee;or2)reconvenethefirst-yearreview committeetodetermineifadditionalremediationisneededand/ordismissalfromtheprogram. Thesameproceduresusedforthefirst-yearreviewwillbeusedforthisprocess.
COMPREHENSIVE EXAMINATION Ph.D.ProgramPolicy Fromitsinception,thePh.D.inEducationProgramhasbeendesignedtodevelopinterdisciplinary conceptualskillsbeyondthetraditionalin-depthextensionofthemaster'sprogramandto emphasizerigorousthinkingandthecapacitytointegratetheorywithpractice.Thecomprehensive examinationcomponentoftheprogramseekstoensurethateachdegreecandidatecan demonstrateinwriting,theabilitytoconceptualize,apply,andcommunicateinformationatan advanced,doctorallevel.
Theprocessofdeveloping,administering,andgradingthecomprehensiveexaminationfora specificconcentrationiscoordinatedbythefacultyoftheconcentration.Thedecisionconcerning whentotakethecomprehensiveexaminationshouldbemadeinconsultationwiththestudent's advisor.Considerationshouldbegiventoanumberoffactors,including(a)thedegreetowhich formulatingadraftprospectusmayassistinwritingtheexamination;(b)theavailabilityand schedulingoffinalprogramcourses,includingEDUS890andEDUC899;(c)therequirements forcontinuousregistrationandforsequencingoftheseminar,prospectusreview,andactual dissertationresearchhoursand(d)whetherthestudentispursuingaPh.D.onafull-timeor part-timebasis.Astudentwhowishestotaketheexaminationmustnotifyhisorheradvisor and/orconcentrationcoordinatorthesemesterpriortothesemesterinwhichhe/sheplanstotake theexamination.
Whenthecomprehensiveexaminationiscompleted,theresultneedstobereportedtotheOfficeof GraduateStudies(ComprehensiveExamReportFormavailableinSOEPh.D.Handbook).
*Note:Registrationfortheexamination(whenastudentinformstheOfficeofGraduateStudies thattheywilltaketheexam)constitutesanexaminationattemptbythestudent.Failuretotakethe examinationwillcountasafailureoftheexaminationandthestudentwillhaveonlyonemore opportunitytotaketheexamination.Studentsmustberegisteredforauniversitycoursethe semesterinwhichtheexamwillbetaken.Ifthestudenthasnootherprogramcourseforwhichto register,theyshouldregisterforEDUS641.
EducationalPsychologyConcentrationPolicy Ingeneral,thecomprehensiveexamwillbetakenafterallrequiredcourseworkiscompletedbut beforebeginningtheexternship.Thisassessmentallowsstudentstodemonstratetheirdepthof knowledgeandtheirabilitytointegrateinformationfromEducationalPsychologyandtheir specialtyarea.Awrittencomprehensiveexaminationmustbepassedforstudentstocontinuein thedoctoralprogram.
StudentsintheEducationalPsychologyPh.D.concentrationcompleteasystematicscholarly literaturereview.Itisexpectedthattheliteraturereviewissuitabletosubmitforpublication.
Preparation Studentsmeetwiththeiradvisorbythefirstweekofthesemesterinwhichtheexamistooccurto determinethetopicandscopeoftheliteraturereview Itisexpectedthatstudentswillpreparefor
andcompletetheexamindependently.PleaseseeAppendixCfortipstosuccessfullypreparefor theexam.
Administration Overthecourseofasemester,studentswillwriteasystematicliteraturereview Thereviewmust demonstratethestudent’stheoreticalmasteryoftheagreed-upontopic.Unlikethedissertation,the literaturereviewcomprehensiveexaminationpresentsamoreelaborateviewofafocusedtopic. Relevantpracticalapplicationsshouldbeincludedinthediscussion.Thereviewshouldbewritten withthequalityexpectedofajournalsubmission.Studentsareexpectedtosubmittheliterature reviewtotheiradvisoronorbeforethedeadlinedeterminedattheinitialplanningmeeting.
EvaluationofComprehensiveExam Studentscanexpectwrittennotificationoftheircomprehensiveexamperformancewithinsixto eightweeksofsubmission.Eachresponseisreadandgradedbytwoconcentrationfaculty members.AllpaperswillbegradedHighPass,PasswithRevisions,orFailaccordingtotherubric inAppendixD.Forresponsesscoredas“Fail”or“PasswithRevisions,”studentswillmake revisionspriortoresubmittingtheirresponse.A“PasswithRevisions”decisionisverycommon (expected)forthefirstround,andshouldbeviewedasanopportunitytorefineone’sliterature reviewwithexpertfeedbackfromfaculty Failingtheexamasecondtimewillresultin terminationfromtheprogram.StudentshavetherighttoappealthisdecisionasstatedintheSOE Ph.D.Handbook.
DISSERTATION InadditiontotheguidanceprovidedintheSOEPh.D.inEducationStudent/FacultyHandbook, studentsareencouragedtoreviewthisresourcefordevelopingthedissertation.
Ed Psych LinkingPaper(similartoIntroduction,setsthecontextfortheresearchproblemandexplainsthe linkagesbetweenthethreepapers)
WegenerallyadvisestudentstothinkofthelinkingpaperassimilartotheChapter1formatofa traditionaldissertation,butinsteadofsimplysettingupthecurrentstudy,thepapershould highlightthelinkagesamongthethreepapersandarticulatehowtheyconnect.
Article1-formattedforjournal1
Article2-formattedforjournal2 Article3-formattedforjournal3 (Referencesmaybeembeddedperarticle)
Thethreearticlescanbeanythree,butsomecommoniterationsincludelinkingpaper+:
1) Systematicliteraturereview
2) Quantitativeempiricalstudy
3) Qualitativeempiricalstudy
1) Systematicliteraturereview
2) Qualitativeempiricalstudy
3) Mixed-methodsempiricalstudy
1) Systematicliteraturereview
2) Quant,Qual,and/orMixed-methodsempiricalstudy
3) Practitioner-orientedapplicationpaper
Example(3-paper):FaZhang
● ComprehensiveExam:LitReview
● Prospectus
● Final
Example(2-paper+Comps(publishableliteraturereview)):Ashlee(Lester)Sjogren
● ComprehensiveExam:LitReview
● Prospectus
● Final
○ Publication1
○ Publication2
Example(3-paper):KoriNicolai
● Prospectus
● Final
○ Publication1
POLICY ON DOCTORAL STUDENT TEACHING FollowingSACS,theUniversityaccreditingbody,wehavethefollowingpolicyregarding doctoralstudentsobtainingteachingexperience.
Qualifications Amaster’sdegreeintheteachingdisciplineor18graduatesemesterhoursintheteaching disciplineisrequiredforteachingcoursesattheundergraduateandmasterlevels.Thismeansthat ifastudenthasamaster’sinEducationalPsychology,thentheycanteachinthefirstyear. Otherwise,full-timedoctoralstudentsmustbeintheirsecondyearofdoctoralpreparation. Part-timestudentswillneedtohavecompleted18credithours.
Supervision Graduatestudentsmaybeaskedtoshadowafacultymemberwhoisteachinganeducational psychologyundergraduateormaster’slevelclasspriortoteachingontheirown.Shadowing typicallyinvolvesattendingmostclassesandmeetingwiththeprofessortotalkaboutmethods, issues,etc.Whenteachingastheinstructorofrecord,thegraduatestudentwillmeetonaregular basiswiththesupervisingfacultymemberwhotypicallyteachesthecoursethatthestudentis
teachingforadviceondevelopingthesyllabus,suggestionsforactivitiesandsupplemental materials,andadviceforhandlingissuesthatarise.Thegraduatestudentwillbeevaluated periodicallybythesupervisingfacultymemberand/orthedepartmentchair.
Procedure
StudentswhowishtobeconsideredforteachingshouldsubmitaCVtothedepartmentchair alongwitharequesttoteach.
EXTERNSHIP (EDUC 700, 3 credits) Thestudentwillidentifyanexternshipthatwillbuildhisorherresearchskillsbyworkingina professionalenvironmentoutsideoftheSchoolofEducation.Forexample,formerstudentshave foundplacementswiththeVADepartmentofEducation,withtheresearchdepartmentsofpublic K-12schooldivisions,withinstitutionalresearchofficesatVCUorneighboringinstitutions,and withgrantprojectsatVCU(seeextendedlisthere).
Thestudent’sadvisorwillgivethestudentagradebasedontheportfolioturnedinandthe recommendationoftheexternshipsupervisor SeethePh.D.inEducationHandbookforthe supervisorevaluationandexternshipform.
Additionalconsiderations:
● It is highly recommended that you discuss externship options with your academic advisor The goal is that the externship is aligned with your academic and professional goals so there is a lot of flexibility in what it can look like. In the past, some students have found their own externship opportunity, and in in other cases, students have identified externship opportunities in collaboration with their advisor.
● Once an externship site/supervisor is identified, your advisor will request that a EDUC 700 section be created for you to register (via Maryanna).
● Also contact Kelly Winn for appropriate forms (winnkb@vcu.edu). .
DOCTORAL PROGRAM CHECKLIST Therearemanypointstofollowfromadmissiontograduation.Usethischecklistasabasicguide tohelpyouthroughtheprocess.Inaddition,youmustusetheinformationinyourgraduate catalog,theSchoolofEducationDoctoralProgramHandbook,andthisdocumenttokeepyou informedastotherequirementsneededateachstepinthedoctoraldegree.
1. AdmissiontotheProgram
2. PreliminaryProgramofStudy(typically1stsemester)
3. QualifyingExam(typicallyAugustof1styear)
4. Post-QualifyingPortfolioReviewandRevisedProgramofStudy (typicallySeptemberof1styear)
5. CompletionofCoursework(timelinevaries)
6. ComprehensiveExamination(typicallysummerof2ndyearforFT, summerof3rdyearforPT)
7. FinalProgramofStudies(typicallyaftercomprehensiveexam)
8. CompletionofExternship(typicallysummerof2ndyearforFT,Summer of3rdyearforPT)
9. CompletionofCo-CurricularActivities(timelinevaries)
10. ConceptPaperEvaluation(typicallysummerof2nd yearforFT,summerof3rdyearforPT)
11. DissertationProposalApproval
12. DissertationDefense
APPENDIX A ProposedPlanofStudyforEducationalPsychologyPhDconcentration
Part-TimeStudy* FallSemester
Year1
EDUS620/721
EDUS608
EDUC797(1)
TOTAL: 7 credits
Year2
EDUS620/721
EDUS710/711
EDUC797(1)
TOTAL: 7 credits
Year3
EDUS662/Elective
EDUS712/Elective
EDUS621/720
EDUS702
EDUC797(1)
TOTAL: 7 credits
EDUS621/720
EDUS710/711
TOTAL: 6 credits
EDUS690
EDUC797(3)/Elective
TOTAL: 6 credits
Year4
EDUS890
EDUS662/Elective
TOTAL: 6 credits
TOTAL: 6 credits
EDUC899(3)
TOTAL: 3 credits
*Coursesinboldareonlyofferedeveryotheryear,andshouldbeprioritized
EDUC697/EDUS703+
TOTAL: 3 credits
EDUS703/Elective BeginPreparingfor ComprehensiveExam
TOTAL: 3 credits
EDUC700(Externship)
ConceptPaper&Begin DissertationProposal Drafting ComprehensiveExam
TOTAL: 3 credits
EDUC899(3)
TOTAL: 3 credits
*ItisrecommendedthatEDUS797(1)betakeneverysemestertocontinueresearchprojects Also,studentsplanning anacademiccareershouldtakeanadditionalyearofcourseworkandresearch
*Studentsmustbecontinuallyenrolledforatleast1credituntilthedissertationiscomplete Itisrequiredthatyoube enrolledtograduate
+Ifrecommendedbyadvisor,studentsshouldtakeEDUC697
Full-TimeStudy* FallSemester
Year1
EDUS620/721
EDUS608
EDUC797(1)
EDUS702
TOTAL: 10 credits
Year2
EDUS620/721
EDUC797(1)
EDUS711
EDUS662/Elective
TOTAL: 10 credits
Year3
EDUS890
EDUS712/Elective
EDUS662/Elective
TOTAL: 9 credits
SpringSemester
EDUS621/720
EDUS703
EDUS710
EDUC797(1)
EDUC697/Elective+
TOTAL: 13 credits
EDUS621/720
EDUC797(3)/Elective
EDUC700(Externship)
EDUS690
TOTAL: 12 credits
EDUC899(6)++
SummerSemester
BeginPreparingfor ComprehensiveExam
ConceptPaper&Begin DissertationProposal Drafting ComprehensiveExam
TOTAL: 6 credits
*Coursesinboldareonlyofferedeveryotheryear,andshouldbeprioritized
*Studentsmaytakecoursesinthesummer,asavailable
*ItisrecommendedthatEDUS797(1)betakeneverysemestertocontinueresearchprojects Also,studentsplanning anacademiccareershouldtakeanadditionalyearofcourseworkandresearch
*Studentsmustbecontinuallyenrolledforatleast1credituntilthedissertationiscomplete.Itisrequiredthatyoube enrolledtograduate
*Studentswithgraduateassistantshippositionsmustbeenrolledforaminimumof9creditseachsemesterof employment
+ConsidertakingthiscourseinspringsemesterYear3toreduceload.
++Studentswithgraduateassistantshippositionsmayenrollin9creditsofEDUC899
APPENDIX B Instructions:Pleasecompletethefollowingquestionsdirectlyonthisdocument.Returnitanda copyofyourupdatedCVbyemailattachmenttoyouradvisorandtheEducationalPsychology concentrationDirector.Thankyou!
1. Name: 2. Advisor: 3. Expectedsemesterofgraduation:
4. Doyoucurrentlyhaveanassistantship?
a. Ifyes,pleasedescribebriefly.
5. Areyouinterestedinanassistantshipinthefuture?Ifyes,pleaseelaborate.
6. Pleasedescribeyouraccomplishmentsthispastsummerandacademicyear:
a. Research:
i. Conferencepapers:Pleaselistalllocal,state,ornationalscholarly presentationsyouhavemadesinceMayoflastyear,usingAPAformatand includingco-authors:
ii. Publications:Pleaselistanyscholarlypublicationsincludingtechnical reportsyouhaveauthoredorco-authoredandsubmittedforpublicationor havehadpublishedsinceMayoflastyear,usingAPAformatand co-authors:
iii. Other:
b. Teaching:
c. Service:
d. Awardsorspecialrecognitions(includingtravelawards):
e. Otheraccomplishments:
7. Yourreflectionsandgoals.Pleaseprovideananalysisof(a)yourpastyearinthe EducationalPsychologyconcentrationand(b)yourgoalsforthecomingyear.Pleasefeel freetoincludesuggestionsherefortheprogramthatcouldimproveyourandother students’experiencesintheprogram.
APPENDIX C TipstoSuccessfullyPreparefortheComprehensiveExam
● Reviewtheproceduresforconductingasystematicliteraturereview
● Beginwithsearchingforexemplarliteraturereviewsinreputablejournals.
● Considermajortopicstoinclude.Headingsandsubheadingsareimportantforeffective organization.
● Seeadditionalresourceshere.
APPENDIX D EducationalPsychologyDoctoralConcentrationComprehensiveExamination
Scholarly Systematic Literature Review Rubric
StudentName: Date:
Topicthatisreviewedisnot presentedexplicitly,norisan argumentmadefortheneedto examinethetopic.
Doesnotdistinguishwhathasand hasnotbeendoneinthefield.
Noresearchquestion(s)is/are provided.
Doesnotpresentsearchcriteriafor inclusionandexclusionofstudies fromreview
Overallproblem,challenge,and importanceofthetopicisdescribed inthecontextofbroaderscholarly literature.
Distinguisheswhathasandhasnot beendoneinthefieldtosome degree.
Theresearchquestion(s)is/arestated, butlackspecificity
Theproblems,challenges,and importanceofthetopicisdescribed indetailandinacompellingformin thecontextofbroaderscholarly literature.
Distinguisheswhathasandhasnot beendoneinthefieldtoafull extentwithcriticalexaminationof thestateofthefield.
Theresearchquestion(s)arestated clearlyandincludeadequatedetail.
Writingisunintelligible,and/or poorlyorganized,anddetractsfrom thepresentationofideas.Absenceof logicalorderofsections.
Presentssearchcriteriaforinclusion andexclusionofstudiesfromreview.
Theideasexpressedinthereview poorlysupportedwithlittletono referencetospecificfindingsfrom empiricalstudies.
Researchmethodologiesof reviewedstudiesarenotdiscussed.
Writingisunderstandable,butlacks organizationand/ordoesnotflow wellaroundtheideas.Somebutnot allsectionsfollowinanaturalor logicalorder
Presents and justifies searchcriteria forinclusionandexclusionof studiesfromreview
Writingisintelligible, well-organized,andflowsnicely aroundtheideas.Thereportgoes fromgeneralideastospecific conclusions.Transitionstiesections together
Theideasexpressedintherevieware somewhatsupportedwithspecific findingsfromempiricalstudies.
Theideasexpressedinthereview arethought-provoking, well-defendedwithfindingsfrom empiricalstudies,andcreative.
Researchmethodologiesof reviewedstudiesarediscussedand
Thereissomediscussionofresearch methodologiesofreviewedstudiesto warrantclaims.
Thereviewshowsminimal understandingoftheconcepts centraltothereview.
Keyconstructs,variables,and methodologiesarenotdiscussed.
Thereisnoevidenceofanattempt tosynthesizetheideasandstudies reviewedand/ortodrawcoherent conclusions(e.g.,practicaland scholarlysignificance).
Thereviewshowsadequate conceptualunderstanding,although limitationsindepthand/orbreadth areevident.
Someofthekeyconstructs, variables,andmethodologiesare presented.
Conclusions(e.g.,practicaland scholarlysignificance)areprovided thatshowevidenceofanalysisand synthesisoftheideasandstudies reviewed.However,therearegapsin theconclusionsand/orconclusions thatarenotsupportedinthebodyof thepaper.
critiquedfor appropriateness/strengths.
Student’sunderstandingofconcepts centraltothereviewis well-developed,bothdeepand broad.
Allofthekeyconstructs,variables, andmethodologiesarepresented.
Succinctandpreciseconclusions (e.g.,practicalandscholarly significance)arepresentedbasedon thoughtfulsynthesisoftheliterature review.Insightsintotheresearch questionandproblem(s)presented atthebeginningoftheliterature reviewareappropriate.
Referencesareinadequatefor comprehensivelyrepresentingthe bodyofknowledgerelatedtotopic ofreview.
Referencelistomitssomekey referencesforcomprehensively representingthebodyofknowledge relatedtotopicofreview.
Theliteraturereviewincludes multiple(i.e.,20ormore)errorsof manytypesinAPA7th editionstyle. Therearemany(i.e.,20ormore) errorsingrammarorspelling present.
SomeerrorsofAPA7th editionstyle formattingarepresent.Thereare somegrammaticalorspellingerrors present.
Referencelistincludesathorough, setofreferencesthatincludes seminalandcurrentstudiesto comprehensivelyrepresentthebody ofknowledgerelatedtotopicof review
Theliteraturereviewincludes correctAPA7th editionstyle throughoutthepaper.Therearevery fewornogrammaticalorspelling errorspresent.
Reviewwasnotsubmittedontime. Reviewwassubmittedontime. Reviewwassubmittedontime.
Evidenceofplagiarismispresent.
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