HANDBOOK DOCTOR OF EDUCATION IN CURRICULUM & INSTRUCTION

www.utrgv.edu/grad
DOCTOR OF EDUCATION
IN CURRICULUM & INSTRUCTION
(EDD C&I)
Policies and Procedures of the
Doctoral Degree Program
HANDBOOK
(DRAFT – UPDATE)
MAIN 1.314
One West University Blvd,
Brownsville, Texas, 78520, 956-882-5769
The University of Texas Rio Grande Valley Doctoral (Student) Handbook was initially modeled after
the University of Houston, College of Education, Doctoral Policies, Procedures and Program Guides
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PHILOSOPHY
Created to nurture the pursuit of freethinking individuals, the University of Texas Rio Grande
Valley (UTRGV) will embrace all discourse, convictions, and philosophies in order to stimulate
academic innovation, ethical practices, and intellectual understanding.
This commitment shall be embodied through the diversity of all who walk the campuses of the
university, in a unified effort promoting scholarly works free of ideological intolerance, for the benefit
of all humanity and in the spirit of the self-determination of this great republic.
VISION
The vision for The University of Texas Rio Grande Valley and College of Education
Doctoral Program in Curriculum and Instruction includes:
 being a world leader in the integration of teaching and learning, advancement of the
knowledge base through research and scholarship and leadership in service and outreach;
 providing students close contact with faculty that are both highly accomplished and
educationally involved;
 offering a rich selection of courses with a theory-grounded exploration of key issues in
educational practice;
 providing a wide variety of teaching, research, and professional development experiences;
 offering a distinctive approach to educational issues that combines rigorous intellectual
inquiry with a close connection to professional practice.
Those earning the Doctor of Education in Curriculum and Instruction will be outstanding
scholars and research practitioners. The graduates will be recognized as stewards of knowledge
by generating new knowledge, understanding the intellectual history of the field, using the best
ideas and practices in current work, and representing that knowledge to others both within and
outside the field. Graduates will have an obligation to their field in helping preserve the best
while promoting change and improvement.
Through its Doctoral Program the College will demonstrate its world leadership in preparing
professionals who provide guidance and exemplary educational and related services to improve the
lives of individuals in a changing and complex global society.
MISSION
The mission of the Doctor in Education Curriculum & Instruction Program is to create and
promote a culture of excellence in scholarship and to prepare education and research
practitioners of highest quality. The program will develop the knowledge; skills and dispositions
that will enable the practitioner to achieve professional and organizational goals improve the
productivity of their organizations and provide leadership, advocacy, and service to their
communities and regions.
STUDENT LEARNING OUTCOMES
The Doctoral Program in Curriculum & Instruction is designed to prepare individuals with
expertise to formulate and lead educational programs and organizations in higher education and
corresponding entities. In addition, the program will enable candidates to teach in colleges and
universities. SLOs match NCATE, SACS and THECB requirements.
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Student Learning Outcomes provide for graduates to:
lead and administer curriculum programs with a high degree of competence;
supervise professionals and paraprofessionals in a variety of educational settings; using
multiple assessment methodologies;
develop, apply and evaluate assessments, curricular materials, and scientifically research
based instructional methods;
synthesize in-depth knowledge of major theories, philosophies, and current issues in
curriculum;
design, conduct, assess and evaluate qualitative and quantitative research studies in
Curriculum and Instruction and in specialization areas; and
analyze knowledge demonstrated by original research and scholarly contributions to the
field of Curriculum and Instruction through publication and presentation of research
findings at the local, state, regional, national and/or international levels.
THE PROCESS OF DOCTORAL WORK
A doctoral program covers several dimensions. Students should understand that they
have to move and complete these dimensions one at a time. Although these dimensions seem to
overlap students should not try to do all at the same time. In a doctoral program there are
distinct reading, research, and writing processes that culminate in the Comprehensive
Examinations and the Dissertation. These dimensions are:
 Program of Studies: Course work (in this program 57 SCH program courses and 9 SCH
Dissertation),
 Comprehensive Examination: They will reflect how students bring all their course work
together, understand scholarship and identify their own interests within a larger picture of
educational inquiry. It has to be successfully completed before the Dissertation Proposal is
started and before taking dissertation hours.
 Dissertation Proposal: Includes writing and successfully defending the Dissertation
Proposal and obtaining IRB approval to proceed with the research. The Dissertation
Proposal involves: statement of the research problem, an outline of the literature review
and/or theoretical framework, methodology or research design.
 Dissertation: This includes: Research in the field – data collection, analysis of data, findings
(which will last at least one full semester).
 Writing the dissertation (which usually requires at least one full semester or more). Oral
Dissertation Defense.
During the initial courses students receive an orientation on the expectations and goals of
research, the process of research, field work, how to use e-library resources, and the reading
process. Students will also be informed on how to form a doctoral committee, the role of the
committee, the writing process which will include several revisions, the APA Manual use, ethics
and responsibilities of a student/scholar/researcher, plagiarism, and net-etiquette when sending
professional emails. The handbook provides guidelines and procedures to assist students going
through the program.
The doctorate is often referred to as a terminal degree, but it is actually the beginning and
the gate to the academic future of the graduate.
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Submit Changes and Suggestions to Dr. Peter Gawenda
Director Doctorate in Education, Curriculum and Instruction
[email protected] or Tel: 956-882-5769, MAIN 1.314
Table of Contents
PHILOSOPHY ...................................................................................................... 2
VISION ................................................................................................................. 2
MISSION .............................................................................................................. 2
STUDENT LEARNING OUTCOMES.................................................................... 2
THE PROCESS OF DOCTORAL WORK ............................................................. 3
TABLE OF CONTENTS .................................................................................... 4-7
EDD C&I DEGREE PROGRAM ........................................................................... 8
INTRODUCTION .................................................................................................. 8
EDUCATIONAL OBJECTIVES OF DOCTOR OF EDUCATION PROGRAM ....... 8
POLICIES, PROCEDURES AND PROGRAM HANDBOOK ...................................... 8
ADMISSIONS................................................................................................................ 8
ADVISOR ASSIGNMENT ......................................................................................... 10
COHORT CONCEPT ......................................................................................... 10
DEGREE PLAN/COURSEWORK .............................................................................. 10
RESIDENCY ............................................................................................................... 11
RESEARCH PAPER................................................................................................... 11
COMPREHENSIVE EXAMINATION (ADVANCEMENT TO CANDIDACY
EXAMINATION) ............................................................................................ 11
DISSERTATION RESEARCH COMMITTEE............................................................. 14
DISSERTATION PROPOSAL AND INSTITUTIONAL REVIEW BOARD (IRB) ....... 14
CANDIDACY (ADVANCEMENT TO…) ..................................................................... 15
DISSERTATION.......................................................................................................... 15
GRADUATION ............................................................................................................ 16
SPECIAL REQUIREMENTS ...................................................................................... 16
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CURRICULUM ....................................................................................................... 17-23
COURSE DESCRIPTIONS ................................................................................... 24-32
TRANSFER OF CREDIT POLICY ............................................................................. 33
ARRANGEMENTS FOR NON-TRADITIONAL STUDENTS..................................... 34
GRADUATE ASSISTANTSHIPS................................................................................ 34
DEADLINES ................................................................................................................ 35
GRADUATE STUDENTS RIGHTS AND RESPONSIBILITIES...................... 36-37
GPA (MAINTAINING 3.25) ................................................................................. 38
THREE-C RULE & GRADE OF "F" .................................................................... 38
MONITORING DOCTORAL STUDENT PROGRESS ........................................ 38
FINANCIAL RESPONSIBILITY .......................................................................... 38
99-HOUR DOCTORAL CAP............................................................................... 39
LEAVES OF ABSENCE ..................................................................................... 40
GRIEVANCE POLICY AND PROCEDURES...................................................... 40
GENERAL ADMISSIONS .......................................................................................... 40
INTERNATIONAL STUDENTS .................................................................................. 41
STUDENT PAYMENTS .............................................................................................. 42
PAYMENT BY INSTALLMENTS ................................................................................ 43
COURSE GRADING SYSTEM ............................................................................ 44--45
FORMS AND CHECKLISTS ...................................................................................... 46
APPLICATION CHECKLIST ............................................................................... 46
REGISTRATION ......................................................................................................... 47
READMISSION OF FORMER GRADUATE STUDENTS ......................................... 47
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DOCTORAL PROGRAM OF STUDY FORMS .......................................................... 48
CHANGE OF SPECIALIZATION OR CHANGE OF SEQUENCE ............................ 49
COMPREHENSIVE EXAMINATION CHECKLIST .................................................... 50
DISSERTATION TOPIC & PROSPECTUS, CHECKLIST .................................. 51
DISSERTATION PROPOSAL CHECKLIST ....................................................... 52
STUDENT’S DISSERTATION COMPLETION CHECKLIST .............................. 53
ADMISSION TO DEGREE CANDIDACY ........................................................... 54
CATALOG APPLICABILITY AND TIME LIMITS........................................................ 55
GRADUATION REQUIREMENTS ............................................................................. 55
GRADUATION CHECKLIST ...................................................................................... 56
PROCEDURES CHECKLIST FOR ON-CAMPUS AUTOMATED SERVICES ........ 57
OBTAINING A UTRGV GRADUATE STUDENT ID............................................ 57
WEBMAILSERVICES ......................................................................................... 57
TELEPHONE REGISTRATION.................................................................................. 57
ONLINE ACCESS ....................................................................................................... 57
PROGRAM OF STUDY (POS) CHECKLIST ...................................................... 58
CHECKLIST FOR REGISTRAR'S OFFICE PROCEDURES.................................... 59
GRADE CHANGES ............................................................................................ 59
ADD/DROP CLASSES ....................................................................................... 59
COURSE SUBSTITUTIONS............................................................................... 60
TRANSCRIPT REQUEST .................................................................................. 60
PROCEDURES CHECKLIST FOR OBTAINING FINANCIAL ASSISTANCE.......... 60
PROCEDURES CHECKLIST FOR IMMEDIATE ON-CAMPUS SERVICES ........... 61
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PARKING PERMIT ............................................................................................. 61
COPY/PRINT-CARD .......................................................................................... 61
APPENDICES
APPENDIX #1: FIVE YEAR PROJECTION OF COURSE OFFERINGS ................. 62
APPENDIX #2: GENERAL SCHEDULE FOR A COHORT....................................... 63
APPENDIX #3: DOCTORAL PROGRAM OF STUDY (GENERIC POS) ............ 64-65
APPENDIX #4a: PETITION TO CHANGE THE SPECIALIZATION ......................... 66
APPENDIX #4b: PETITION TO CHANGE THE POS, REDUCTION OF
ATTENDANCE, OR STOP OUT..................................................... 67
APPENDIX #4c: NOTIFICATION OF DROPPING OUT OF PROGRAM ................. 68
APPENDIX #5: DOCTORAL DISSERTATION COMMITTEE FORM....................... 69
APPENDIX #6: COMPREHENSIVE EXAMINATION APPLICATION ...................... 70
APPENDIX #7: APPLICATION FOR DEFENSE OF THE DOCTORAL
DISSERTATION PROPOSAL OR THE DISSERTATION ............... 71
APPENDIX #8: DISSERTATION PROPOSAL & APPROVALFORM...................... 72
APPENDIX #9: GRADUATION APPLICATION DOCTORAL DEGREE .................. 73
APPENDIX #10 DESCRIPTIONS OF THE EDD C&I C&I SPECIALIZATIONS.. 74-76
APPENDIX #11 MILESTONES AGREEMENT FORM ........................................ 77-78
APPENDIX #12 THE IRB-HUMAN SUBJECTS ................................................... 79-80
APPENDIX #13 INTERNATIONAL STUDENTS .................................................. 81-85
APPENDIX #14 DISSERTATION PROCESS ...................................................... 86-87
APPENDIX #15 KEY ASSESSMENT DOCTORAL COMPREHENSIVES ......... 88-91
APPENDIX #16 GRADING RUBRIC FOR THE DISSERTATION....................... 92-93
ALPHABETICAL TABLE OF CONTENTS ............................................................ 94-95
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EDD C&I DEGREE PROGRAM
Specializations of the Doctor of Education (Ed. D. Degree) in Curriculum and Instruction
a.
b.
c.
d.
e.
f.
g.
Bilingual Studies
Early Childhood
Educational Technology
Higher Education Teaching
Science Education
Math Education
Literacy
Note: The Specializations
are not offered annually
they are offered according
to demand only.
INTRODUCTION
This document summarizes the Doctor of Education, Curriculum and Instruction policies and
procedures, but it is not a substitute for official policies. The purpose of this handbook is to provide a
guide for all Doctor of Education candidates regarding important procedures. It describes the minimum
requirements for admission and attendance. This handbook is designed to be used with the official Graduate
Catalog at www.utrgv.edu/grad . The University of Texas Rio Grande Valley reserves the right to change
any provisions within this handbook without notifying the individual students. Every effort will be made to
keep students advised of changes; however, it is essential that each student assume responsibility to stay
informed about current requirements. It is the students’ responsibility to be thoroughly familiar with all
regulations affecting their program. The Handbook is up-dated on a regular basis and can be viewed on
UTRGV’s website.
EDUCATIONAL OBJECTIVES OF THE DOCTOR OF EDUCATION PROGRAM
The Doctor of Education in Curriculum and Instruction (EDD C&I) prepares educators to assume
leadership positions in institutions of higher education, local, regional, and independent school districts at
multiple levels. The Doctor of Education in Curriculum and Instruction at The University of Texas Rio
Grande Valley provides school districts throughout Texas and nationwide with individuals who have
sufficient and specific expertise to formulate and lead P-16 programs. In addition, the degree enables
successful candidates to teach and work in colleges, universities and education related entities, many of
which are faced with a shortage of qualified faculty and educational technologists. To this end, the degree
provides a qualified pool of educators for institutions of higher education and corresponding entities
throughout Texas, the nation, and foreign countries.
POLICIES, PROCEDURES AND PROGRAM HANDBOOK
This document outlines the policies and procedures applicable to the Doctor of Education in
Curriculum and Instruction (EDD C&I) to be awarded at The University of Texas Rio Grande Valley. The
program is chartered by the Texas Higher Education Coordinating Board (THECB) and accredited by SACS
and CAEL. It is housed in the College of Education.
The intent of this handbook is to provide doctoral students and faculty with a comprehensive
presentation of degree requirements and administrative obligations in chronological fashion.
ADMISSIONS
Standards for admission to the Doctor of Education in Curriculum and Instruction (EDD C&I) are
based on multiple sources of evidence of an applicant’s qualifications, commitment to the program, and are
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comparable to those for doctoral programs in other disciplines and for Curriculum and Instruction in other
universities. All applicants must hold a baccalaureate and a master’s degree from a regionally accredited
U.S. institution or a recognized international equivalent plus have three years of teaching experience (the
tracks in Educational Technology and Higher Education Teaching do not have the teaching requirement).
The Doctor of Education program does not allow a candidate to go directly from a baccalaureate degree to
the doctoral program.
Each year* starting in October (for Fall of the following year) an Application Procedures pamphlet is
available at the College of Education, and the Office of the Director of the Doctor in Education Curriculum
and Instruction Program. Interested individuals will need the following to begin the admission process:
 Complete an application by the deadline of March 1st of the year when the new Cohort is scheduled:
www.applytexas.org. The university application fee of $85 ($100 for International Applicants) can be paid
online by credit card or electronic check (in the online application). All application fees are non-refundable.
 Verification of a master’s degree in Education or related field and GPA of 3.25 or higher on all graduate
coursework (contained in transcript).
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Official transcripts from each institution attended (must be submitted by the institutions directly to The
University of Texas Rio Grande Valley, The Graduate College, Marialice Shary Shivers Bldg. 1.158,
1201 W. University Drive, Edinburg, TX 78539-2999).
Statement of professional goals (500 Words) – to be uploaded.
Resume including educational background and work experience – to be uploaded.
**Documentation of 5 years of experience in education or related field, of which 3 years must be classroom
teaching experience – to be uploaded.
Submission of 3 professional letters of recommendation from individuals with first-hand knowledge of
applicant’s professional qualities and scholarly potential with reference forms (attachment #1 at this
document) – to be uploaded or submitted to UTRGV by the writer of the reference letters and reference
forms.
GRE General Test – to be sent to UTRGV by Testing Service.
GRE Score: Must be current, no older than 5 years at time of admission into the program. Please arrange to take the
GRE in a timely manner so that your scores will arrive at UTRGV before the application deadline. Allow at least four to
six weeks prior to the application deadline. Late GRE Scores will not be accepted. Official scores must be on file with
the UTRGV Testing Office.
Additional requirements for domestic applicants who have attended foreign universities:
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TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer
based, or 79 on internet-based for the TOEFL; 6.5 for the IELTS.
For TOEFL exempt countries, other exemptions, and other important information refer to Attachment #6,
International Students.
English translation of educational records.
Transcript Evaluation by the Foreign Credentials Service of America (FCSA). Students can send a copy of their
transcript directly to the FCSA www.foreigncredentials.org. Please refer to Attachment #6, International
Students, for additional information.
Additional requirements for international applicants - Please refer to Attachment #6, International Students
All final Candidates for admission will be required to participate in the following:
 An interview with the Faculty Selection Committee.
* An additional Enrollment period is planned for the Spring semester. The Application deadline will be on September 1 of the previous year.
**This may be substituted by relevant professional experience.
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Writing samples (in English). Candidates will write a reaction paper on site (or timed via computer). A
rubric will be available in advance so applicants will know how the samples will be reviewed.
Note to Applicants: The Doctor of Education in Curriculum and Instruction (EDD C&I) is offered with
specializations in Bilingual Studies, Educational Technology, Higher Education Teaching Early
Childhood, Literacy, Math Education and Science Education. Preference for the specializations will be
given to individuals who can demonstrate strong backgrounds in these specializations in the following
areas:
o Master’s Degree (including Candidacy Paper and/or Thesis)
o Interview Process
o Professional experience
o Scholarly accomplishments
Admission will be considered for applicants who do not meet the customary GPA/GRE or other
requirements but whose credentials indicate a good probability of success in doctoral-level study.
To be considered for admission, the student must complete an on-line application at
www.applytexas.org. Documents not up-loaded with the application have to be submitted to The University
of Texas Rio Grande Valley, The Graduate College, Marialice Shary Shivers Bldg. 1.158, 1201 W. University
Drive, Edinburg, TX 78539-2999) by May 1 (for Fall) of the academic year the student wants to start the
program (or September 1 for Spring of the following year the student wants to start the program). A review
committee comprised of faculty members from the College of Education will decide on the admission to the
Doctor of Education program. Applicants will be notified by June 1 or December 1) of the application
results.
ADVISOR (MENTOR) ASSIGNMENT
The student, upon admission to the program, is assigned to an advisor from the specialization area
that the student is applying for. The Advisor has to agree to work with him/her. The student is also notified
if leveling courses are required. Change of Advisor may be requested by letter or e-mail. Upon acceptance
the students become members of the Doctor of Education C&I Cohort for the following academic year.
COHORT CONCEPT
The new class of doctoral students, the Cohort, is intended to be a cohesive, supportive, interactive
group of individuals engaged in intellectual inquiry with each other, their professors, and selected
educational practitioners. The courses, seminars, field experiences, and other academic opportunities offered
within the program are the vehicles through which this intellectual inquiry takes place. Each member is
required to participate in activities and to contribute as a member of this community of scholars. The Cohort
proceeds as a group through a sequence of coursework, and research endeavors. Approval of a change from
this policy and/or a leave of absence may be made only upon written request by the candidate to the advisor,
the Specialization Coordinator, and the Program Director. The Program Director, with faculty advisor and
Specialization Coordinator input, reserves the right to approve or disapprove the request.
DEGREE PLAN/COURSEWORK
A minimum of fifty-seven (57) semester hours of post-master’s degree coursework, plus nine (9)
semester hours of dissertation are required for the Doctor of Education in Curriculum and Instruction at The
University of Texas Rio Grande Valley. Courses at the 6000, 7000 and 8000 level may be applied toward
the degree with approval of the faculty advisor, the Specialization Coordinator, and the Program Director.
The majority of the coursework will be at the 8000 level. The Plan of Studies (POS) will be developed
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jointly by the student and faculty advisor, with approval of the Specialization Coordinator, Program
Director, Dean of the College of Education, and submitted to the Dean of the Graduate College. Forms for
the DOCTOR OF EDUCATION IN CURRICULUM AND INSTRUCTION PROGRAM OF STUDY (POS) are
contained in the College of Education Website under the title PROGRAMS OF STUDY, DOCTORATE
PROGRAMS. The Program of Study (POS) will be structured as follows:
Research – 12 SCH
Specialization – 15 SCH
Dissertation – 9 SCH
C&I Core Courses– 21 SCH
Electives – 9 SCH
A maximum of nine (9) semester credit hours of relevant coursework may be transferred into the
doctoral program and applied to the degree plan as electives. No course with a grade lower than B may be
transferred. All transfer courses must be approved by the faculty advisor and the Program Director. Courses
that were used for another degree cannot be transferred. All requests for transfer of doctoral level courses
from other accredited Institutions (i.e. in Research, C&I, and Specialization) must be accompanied by the
original Syllabi. Courses may not be older than ten (10) years at graduation.
In order for students to be exposed to diverse teaching/learning styles and experiences students
are encouraged to take as many different professors as possible. The advisers will assist the students in
the selection of courses.
RESIDENCY
Each student must satisfy the residency requirement. The residency requirement will be fulfilled by
Doctor of Education students successfully completing 27 semester credit hours at The University of Rio
Grande Valley.
This requirement is in line with guidelines set by the Texas Higher Education Coordinating Board
(THECB).
RESEARCH PAPER
A research paper (APA style most current edition) demonstrating competence in conceptualizing,
implementing, and reporting a small research study as part of one of the following research courses is
required:
Required Research Courses:
EDFR 8300 Research Methods in Education
EDFR 8301 Qualitative Research
EDFR 8302 Quantitative Research
Elective Research Courses:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
COMPREHENSIVE EXAMINATIONS (Advancement to Candidacy Examinations)
To be eligible for the comprehensive examinations, the student must have achieved
advancement to candidacy.
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Description:
The UTRGV doctoral comprehensive examination consists of three written examinations, each
one pertaining to a specific area or topic that is addressed in a doctoral-level education course. To
allow a more comprehensive picture of what the students know, the questions are drawn from the
program content areas of Research Applications (i.e., EDFR 8300 Research Methods in Education,
EDFR 8301 Qualitative Research, or EDFR 8302 Quantitative Research and Research Electives), from
the Core (i.e. the EDD C&I. Program’s Curriculum Core), and from the areas of Specialization (i.e.,
Bilingual Studies, Early Childhood, Educational Technology, Higher Education Teaching, Literacy,
Math Education and Science Education) If two questions are chosen, Research or C&I can be
combined with the Specialization.
The comprehensive examination questions are developed by the lead faculty in the areas of
Research, C&I and the seven Specializations in cooperation with the students’ faculty advisors. Thus at
least three different full-time faculty members in the College of Education will participate in writing
the questions. The scoring of each student’s answers will be conducted by at least two or three
instructors (first and second reader, and a third if disagreement about the grading exists between the
first two readers). Usually, the first, second and (tentative) third reader have written the questions for
each of the three Comprehensive Examination areas. In each administration the same C&I and
Research question is given to every Cohort member and the same specialization question is given to
each member of the specialization group in a Cohort.
Additional Comprehensive Examinations maybe scheduled if students complete their program
courses in a fall semester or if students have to retake individual portions of an examination.
The examination will be conducted on two days: One part of the Comprehensive Examination
is scheduled on Friday (afternoon) and two parts on the subsequent Saturday (morning and afternoon).
Although students are encouraged to start collecting research materials and writing their
dissertation proposal when attending Research and Specialization courses they may not defend
their dissertation proposal until they have passed their Comprehensive Examination.
Procedures
Approximately two to three months prior to taking the comprehensive examination, faculty
who will write the questions are appointed. Approximately at that time students must apply for their
comprehensive examination. The Director of the EDD C&I Program sets the dates for spring and fall.
Students may use the form attached to this document (Appendix #6) and submit it to the Director of the
program for processing. Comprehensive examinations are conducted in spring, summer, and fall
semesters as needed.
Approval to Take the Comprehensive Examination
After the student applies for the comprehensive examination, the Office of the Director of the
EDD C&I checks to determine if the student has met all requirements to take the examination. A letter
or email is then sent to the student indicating approval to take the examination, along with the date,
time, and location of the examination.
Grading of the Examination
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Within five working days after the student completes the comprehensive examination, the Office of
the Director of the EDD C&I will send the student’s examination responses to the advisor and to the faculty
members who wrote the questions. The faculty members are responsible for grading the examinations and
returning the grades and responses back to the director within 15 working days. Grading is conducted
“blind” (i.e. student names are replaced by codes at the Department Office), with faculty members
evaluating each area. The results of each individual question of the comprehensive examination will be one
of the following:
The grading system for each question will consist of the following ratings (0 to 2 are NCATE
Assessments):
2 - On Target
(a) High Pass,
A = 1.75-2.00
(b) Pass,
B = 1.50-1.74
1 - Met with Weakness
(c) Low Pass
C = 1.00-1.49
(d) Oral Defense Required
D = 0.50-0.99
0: Not Met
(e) Fail (Retake Exam/Section) F = 0.00-0.49
In case of the Oral Defense Required the faculty member who graded the question and the student’s
advisor or another faculty member from the student’s examination committee will meet the student and
listen to the student elaborate his/her response(s) to the question(s). The two faculty members will
decide on the final grade for that question within 10 working days after the oral defense.
If a student has passing grades in all three answers he/she can immediately continue with the
Dissertation and enroll in a Dissertation Course.
If a student fails any of the three questions, he/she must retake a similar question (or questions) from
the same general area(s) within the next academic year. Students have two opportunities to pass all
three questions from the exam. Should the student fail any portion of the comprehensive examination
a second time, the student shall not be eligible for a doctoral degree in Education at The University of
Texas Rio Grande Valley.
Notification of Examination Results
The results of the examination will be recorded by the Director of the program and submitted to the
Dean of the Graduate College.
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DISSERTATION RESEARCH COMMITTEE
As soon as the student is exploring ideas what his/her research/dissertation will be about, the
student shall approach a faculty member of the College of Education with expertise in his/her selected
specialization area asking for agreement that he/she will act as advisor and chairperson (or co-chair)
of the student’s dissertation research committee.
The candidate, in cooperation with the Dissertation Research Committee Chair, will assemble a
dissertation research committee (i.e. ask faculty with the approval of the Chair to participate as committee
members). The Director of the EDD C&I Program will appoint the Chair and the Committee. The
candidate’s committee has the responsibility of supervising the preparation of the dissertation. The
membership of the committee consists of three to four members, all of whom must hold graduate faculty
status at The University of Texas Rio Grande Valley. At a minimum, the composition of the dissertation
research committee will be as follows:
1. A Chair (or two co-chairs) from within the College of Education holding graduate faculty status and
one with expertise in the specialization area to which the student has been accepted.
2. Two faculty members within the College of Education holding graduate faculty status.
3. Students have the right to petition for a fourth member for their committee. It is the responsibility of
the student to provide the chosen individual’s curriculum vitae and a letter from that individual
acknowledging interest in participating in the process. The fourth member may be external (i.e. from
another UTRGV School or College or another graduate degree granting Institution).
Committee members who are leaving UTRGV employment or are retiring cannot continue to serve
as regular committee members or chair. They have to be approved as external members.
The Application for Dissertation Committee form (Appendix #5) must be completed and filed with
the Program Director well in advance of the proposal defense. The form is also available on the program
Website.
DISSERTATION PROPOSAL AND INSTITUTIONAL REVIEW BOARD (IRB)
The candidate for the Doctor of Education develops a dissertation proposal (in APA style, most
current edition) under the supervision of the committee chair with inputs from all other committee members.
Individual faculty members may review and comment on hard copy or by e-mail. Please refer to the
program Website for a link to the IRB: [email protected]. The student must have received the
approval of the Dissertation Chair, the Specialization Coordinator, and the EDD C&I Program Director prior
to the oral defense of the dissertation proposal. By the time of the defense the student has the drafts of the
first three chapters of his/her dissertation completed. The proposal is usually supported by a power-point
presentation. After successfully defending the Dissertation Proposal the student must submit the proposal to
and request permission by the IRB to start the Dissertation. Every dissertation involving human subjects
must have approval of the Institutional Review Board (IRB) prior to the start. The APPLICATION FOR THE
DEFENSE OF THE PROPOSAL (APPENDIX #7) is filed with the Office of the EDD Program Director that will
arrange the location of the defense. A subsequent memo announcing the date, time and place of the defense
is distributed to COE faculty at least ten (10) working days prior to the oral defense. A draft of the
dissertation proposal is filed with the Office of the EDD Program Director. A copy of the letter of approval
from the IRB will be filed with the Office of the EDD Program Director as soon as it is received by the
student.
The student orally defends the proposal before the Dissertation committee. The Dissertation
committee shall conduct no defense if a member is not available. A committee member may participate in
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the proposal defense via telephone or video-conference if necessary. The committee may approve the
proposal as presented, approve contingent upon changes and enhancements, or disapprove the proposal and
schedule a new defense. All members of the research committee must be in agreement regarding the quality
of the proposal. Only when the student has implemented all changes suggested by the committee and the
proposal is certified by the Dissertation Chairperson, he/she shall send the APPROVAL form (APPENDIX #8)
to the Program Director and the TLI Department Chair announcing the results of the dissertation proposal
defense. The Director and the Chair will give final approval.
ADVANCEMENT TO CANDIDACY
To be advanced to candidacy, the student must have:
a) completed Leveling Courses (if such courses are required),
b) completed required coursework (i.e. 57 SCH without the Dissertation Courses),
c) passed the Comps,
d) successfully defended the Dissertation Proposal,
e) filed an approved Program of Study (POS) having removed all incomplete grades,
f) maintained at least a 3.25 grade point average, and successfully completed the research paper,
g) completed/defended the IRB proposal
h)
DISSERTATION
As the dissertation is written, it can be posted by the student with the Dissertation Committee’s Chair
approval on his/her Website (if it has been established) or provide hard copies so that committee members
can monitor progress and provide feedback throughout the entire process.
Once enrolled for dissertation credit, the student must be continually enrolled until the completion of
the dissertation. If needed, after completion of the 9 dissertation hours, students can fulfill the continuous
enrollment requirement by enrolling in EDCI 8391 every semester until the dissertation is completed.
During the Dissertation courses, the student will receive a “PASS” until the Dissertation is completed.
The dissertation defense is open to all members of the university community. The dissertation
committee chair notifies the Office of the EDD C&I Program Director at least ten (10) working days in
advance of the date, time, and location of the final oral defense, and submits to the Office of the EDD C&I
Program Director the APPLICATION FOR THE DEFENSE OF THE DISSERTATION (also APPENDIX #7), two
written copies of the dissertation to be defended. The Program Director will provide a copy of the written
dissertation to the Dean of the Graduate College who will assign a UTRGV Graduate Faculty member, from
outside the College of Education, to represent the University during the Dissertation Defense. The
dissertation committee and the University’s representative constitute the dissertation defense committee. A
Website posting and an e-mail will be the means for communicating this information to the college and the
university community.
The Dissertation Committee will not conduct an oral defense if a member is not available. One
committee member may participate in the proposal defense via telephone or video conference if necessary.
Both the quality of the written dissertation and the candidate’s oral defense will be evaluated by the
Dissertation Committee. The student will revise the dissertation to include all suggestions for improvement
that were made during the defense. If approved, the dissertation is signed by all Dissertation Committee
members. Only when the student has implemented all changes suggested by the committee and certified by
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the chair, the dissertation is delivered with the APPROVAL form (also APPENDIX #8) to the Office of the EDD
C&I Program Director. The student has the opportunity to have the Dissertation bound through the Library
if he/she so desires.
GRADUATION
A student has a maximum of ten years from the date of first entry into the doctoral program to
complete the degree. Under special, documented circumstances, an extension for an additional year may be
granted. If a student exceeds the ten year limit, the Dissertation Committee will determine if the student will
be permitted to continue and what additional coursework and/or activities will be required to complete the
degree.
The student must file the
form (Appendix #9) with
the Office of the Graduate College in accordance with university policy. Please refer to the University
Calendar for deadlines.
The Dean of the Graduate College must approve the graduation of the candidate for the Doctor of
Education in Curriculum and Instruction. The Office of the Graduate College will review the academic
record of the candidate to ascertain that all degree requirements have been met and forward the student’s
name and degree information to the Registrar and Provost.
SPECIAL REQUIREMENTS
All candidates for the Doctor of Education must complete EDCI 8380 Dissertation I, EDCI 8390
Dissertation II and 8391 Dissertation III, in three different semesters. If a student needs more than nine
dissertation credits continuous enrollment is required until the dissertation is completed. After completion of
EDCI 8391, the candidate must enroll in EDCI 8191 every semester until the doctorate is completed.
A student must successfully complete the Program Courses, 57 semester credit hours, (except
Dissertation Courses) prior to taking the Comprehensive Examination. The major part of the “Comps” will
entail a written assessment, designed by a group headed by the candidate’s Specialization Coordinator. The
group consists of up to six faculty members. This examination requires the student to demonstrate deep
knowledge of Research, understanding C&I, and detailed comprehension of the specialization area.
Although the Program of Study suggests a four-year program, a student has a maximum of ten years
to complete the EDD C&I. The successful defense of the dissertation and completion of all requirements
lead to the award of the Doctor of Education in Curriculum and Instruction from UTRGV.
Students have to purchase the TK 20 for the EDD C&I Program. It will be used in the majority of
courses.
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CURRICULUM
The Program of Study of the Doctor in Education is as follows:
1. Leveling Courses
Prior to entering the proposed doctoral program, all students must have completed a master's
program in education or a related field and three graduate semester credit hours in introductory educational
research that may be part of the master's program. Other courses to provide needed background may be
required upon review and design of the Program of Study (POS) with an advisor. Leveling courses are
individualized to the needs of each student.
Bilingual Studies Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
BILC 8340: History, Politics, and Models of Bilingual Education
BILC 8341: Bilingualism and Second Language Acquisition
BILC 8342: Content Area Instruction in Bilingual Programs
BILC 8343: Literacy and Biliteracy Development
BILC 8344: Language Use in Bilingual Classrooms
15
3
3
3
3
3
Designated Elective
BILC 8345: Seminar in Bilingual Studies
BILC 8346: Issues and Assessment in Bilingual/ESL Programs
BILC 7362: Principles of Curriculum Development in Dual Language and ESL Classrooms
9
3
3
3
Capstone Requirement
Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
9
3
3
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EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
3
(1)
*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
66
Early Childhood Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
ECED 8350: Advanced Theories in Early Childhood Education
ECED 8351: Research in Early Childhood Education
ECED 8352: Advanced Curriculum in Early Childhood Education
ECED 8353: Families, Schools and Community Partnerships
ECED 8354: Leadership in Early Childhood Education
15
3
3
3
3
3
Free Electives
Chose 3 courses from the following:
EDCI 6325: ESL for International and Intercultural Settings
EDCI 6336: Problems in Education
ECED 6301: Major Theories in Early Childhood Education
ECED 6302: Instructional Planning/Curriculum Development for the Early Childhood Classroom
ECED 6307: Emergent Literacy in Early Childhood Education
ECED 6310: Problems in Early Childhood Education
Capstone Requirement
Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
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3
3
3
3
3
3
9
3
3
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EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
3
(1)
66
Educational Technology Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
EDTC 8371: Theories and Practices in Effective On-Line Pedagogy
EDTC 8372: Advanced Instructional Design
EDTC 8373: Evaluation and Assessment in Instructional Technology
EDTC 8374: Course Management and Instructional Systems in K-16
EDTC 8375: Trends in Educational Technology K-16
15
3
3
3
3
3
Designated Electives
Chose 3 courses from the following:
EDTC 6320: Instructional Technology
EDTC 6321: Instructional Design
EDTC 6323: Multimedia/Hypermedia
EDTC 6325: Educational Communications
EDTC 6329: Selected Topics in Educational Technology
Capstone Requirement
Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
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3
3
3
3
3
9
3
3
3
(1)
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*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
66
Higher Education Teaching Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
EDFR 8380: Comparative Higher Education
EDFR 8382: History and Philosophy of Higher Education
HIED 8381: Advanced Human Learning and Motivational Development
HIED 8383: Higher Education Equity, Inclusion, and Diversity
HIED 8384: Current Issues in Higher Education
15
3
3
3
3
3
Free Electives
Chose 3 courses from the following:
EDCI 7336: Topics in Higher Education (may be repeated three times with different content)
EDUL/HIED 8340: Higher Education Law
EDUL/HIED 8341: Student Affairs in Higher Education
EDCI 6336: Problems in Education
Capstone Requirement
Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
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3
3
3
3
9
3
3
3
(1)
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Dissertation Defense
Total graduate hours required for degree:
66
Literacy Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Electives
Select from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
6
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
RLIT 8370: Literacy Research, Assessment and Theory
RLIT 8371: Transnational and Border Literacies
RLIT 8372: Traditional and Digital Literacies
RLIT 8373: Critical Literacies
RLIT 8374: Literacy Policy and Leadership
15
3
3
3
3
3
Free Electives
Select from the following:
RLIT 6300: Foundations of Reading and Digital Literacies
RLIT 6301: Digital Literacies and Reading for Young Children
RLIT 6302: Adolescent Digital Literacies and Reading
RLIT 6303: Diverse Learner Digital Literacies and Reading
RLIT 6305: Conducting Literacy Research
RLIT 6306: Assessment in Digital Literacies and Reading
RLIT 6307: Sociocultural Foundations of Literacy
RLIT 6308: Digital Literacies and Reading Leadership
RLIT 6310: Children’s and Adolescent Literature
RLIT 6311: Crossing Borders with Literature for Young People
RLIT 6313: Literacy Development and Language Study
RLIT 6320: Writing in the Reading Classroom
RLIT 6330 Teaching Struggling Readers
6
3
3
3
3
3
3
3
3
3
3
3
3
3
Capstone Requirement
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Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
9
3
3
3
(1)
66
Mathematics Education Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
EDCI 7360: Teaching and Learning Space, Dimension and Measurement Concepts
EDCI 8361: Theories of Learning and Teaching Mathematics
EDCI 8362: Assessing Cognitive, Conceptual and Fluency Structures Related to Learning & Teaching Mathematics
EDCI 8363: Teaching and Learning Mathematics with Diverse Learners
EDCI 8364: Teaching and Learning Data Analysis and Probability
15
3
3
3
3
3
Designated Electives
EDCI 7353: Teaching and Learning Algebraic Concepts
EDCI 6336: Problems in Education
EDCI 8350: Selected Topics in Science Education
Capstone Requirement
Dissertation
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
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3
3
3
9
3
3
3
(1)
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*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
66
Science Education Specialization
Required Research Courses
EDFR 8300: Research Methods and Design
EDFR 8301: Qualitative Research
EDFR 8302: Quantitative Research
9
3
3
3
Designated Research Elective
Select one course from the following:
EDFR 8303: Advanced Qualitative Research
EDFR 8304: Advanced Quantitative Research
EDFR 8305: Program Evaluation
EDFR 8306: Multivariate Analysis in Educational Research
EDFR 8307: Selected Topics in Research
3
3
3
3
3
3
Curriculum & Instruction Core
EDCI 8320: Advanced Curriculum Design and Development
EDCI 8321: Adult Learning Strategies
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
EDCI 8323: Advanced Models of Teaching
EDCI 8324: Literacy Across the Curriculum
EDCI 8325: Mentoring and Professional Development
EPSY 8318: Advanced Human Development and Cognition
21
3
3
3
3
3
3
3
Specialization
EDCI 8340: Technology in the Science Classroom
EDCI 8342: Addressing the Needs of English Language Learners in the Science Classroom
EDCI 8344: Diversity Issues in the Science Education
EDCI 8346: Instructional Change and Reform for Science Education Leaders
EDCI 8348: The Historical Context of Science and Science Teaching
15
3
3
3
3
3
Designated Electives
EDCI 6336: Problems in Education
9
3
Capstone Requirement
Dissertation
9
EDCI 8350: Selected Topics in Science Education
EDCI 7360: Teaching and Learning Space, Dimension and Measurement Concepts
3
3
EDCI 8380: Dissertation I
EDCI 8390: Dissertation II
EDCI 8391: Dissertation III
*EDCI 8191: Dissertation IV
*Students will continuously enroll in this course until they complete their Dissertation.
Written Comprehensive Exam
Dissertation Defense
Total graduate hours required for degree:
3
3
3
(1)
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Course Descriptions
The length of all doctoral courses has to be equivalent to that of courses in regular semesters
(i.e. Fall and Spring Semesters). All Summer courses have to be “long” summer courses.
Leveling Courses – will be determined by the Advisor and the Director of the EDD C&I Program
BILC 7362: Principles of Curriculum Development in Dual Language and ESL Classrooms
[3-0]
Students will connect research and theory to best practices for English Language Learners in dual
language and ESL settings. This includes an understanding of how culture influences language learning
and school achievement. Students will apply their understanding of best practices to planning curriculum.
BILC 8340: History, Politics, and Models of Bilingual Education
[3-0]
Historical, theoretical, and legal foundations of bilingual/ESL education, including the evolution of
program models will be investigated.
BILC 8341: Bilingualism and Second Language Acquisition
Theories and research in bilingualism, multiculturalism, and second language acquisition will be
addressed. Specific emphasis will be given to the linguistic, cognitive, and motivational factors in
language acquisition.
[3-0]
BILC 8342: Content Area Instruction in Bilingual Programs
[3-0]
This course studies the rationale, theory, and research that support content-based instruction in bilingual
education. Student projects will include dual language and ESL research and practice.
BILC 8343: Literacy and Biliteracy Development
[3-0]
This course is taught in Spanish, reviews literacy practices in bilingual education and addresses the
theory and research related to the development of biliteracy. Students explore literacy in its broader
sociocultural context and review the history of the teaching of reading and writing in both Spanish and
English.
BILC 8344: Language Use in Bilingual Classroom
[3-0]
Students will examine and compare the linguistic structures of Spanish and English, including phonology,
morphology, and syntax. Students will analyze discourse patterns in bilingual education such as dual
language and ESL.
BILC 8346: Issues and Assessment in Bilingual/ESL Programs
[3-0]
Students will be provided with the knowledge and strategies to evaluate Bilingual/ESL Programs, related
materials, methodologies, and assessment. It addresses a number of issues in the assessment of English
language learners, including purpose, validity, reliability, and bias. It also reviews guidelines for
appropriate test use.
ECED 6301: Major Theories in Early Childhood Education
[3-0]
Historical, philosophical, and sociological basis for the development of early childhood education is traced
and establishes a foundation for a discussion of contemporary issues in early childhood education. The
contributions of past theorists and current researchers will be explored.
ECED 6302: Instructional Planning/Curriculum Development for the Early Childhood Education
[3-0]
This course presents the major principles of curriculum planning and organization, including the
development of a scope and sequence and the identification of appropriate learning materials and
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resources. Special emphasis will be given to research on developmentally appropriate early childhood
education environments. A major portion of this course includes field-based experiences.
ECED 6307: Emergent Literacy in Early Childhood Education
[3-0]
An integrated “whole language” approach will be emphasized to pre-literacy and literacy development for
pre-primary and primary aged children. Students will learn how to guide and interrelate the acquisition
of the language arts skills - listening, speaking, reading and writing- by organizing rich language
environments for ESL students. Related research will be reviewed.
ECED 6310: Problems in Early Childhood Education
[3-0]
Topics will include analysis of theory, research, policy and practice such as: Children’s Play and Play
Environment, Peer Relationships: Personality and Social Development, Parent and Community
Involvement for the Early Childhood Classroom, and Early Childhood Education for the Exceptional
Child.
ECED 8350: Advanced Theories in Early Childhood Education
[3-0]
This course will involve a collaborative exploration of major theories related to early childhood
education. The focus of the course is on learning fundamental theories with historical perspectives and
expansion on theoretical frameworks regarding current educational practice and policy. Current and
critical theories in education will be discussed. Prerequisite: Admission to the doctoral program.
ECED 8351: Research in Early Childhood Education
[3-0]
This course will cover current and historical research in early childhood education. The historical
research will include foundations of early childhood research. Current research will include topics such
as research methodology and ethics for researching young children. Prerequisite: Admission to the
doctoral program.
ECED 8352: Advanced Curriculum in Early Childhood Education
[3-0]
This course will examine the foundations related to early childhood curriculum. The major curriculum
models/approaches in early childhood education will be presented. Currently accepted best practices in
early childhood education will be analyzed and critiqued. Research in Early Childhood curriculum
development will be interpreted. Prerequisite: Admission to the doctoral program.
ECED 8353: Families, Schools and Community Partnerships
[3-0]
This course examines the role families, schools, and community partnerships play as a critical element of
whole-school educational reform. As a learning community, we will examine our own beliefs about each
role; analyze the research on the impact of home/school and community partnership on student learning.
Prerequisite: Admission to the doctoral program.
ECED 8354: Leadership in Early Childhood Education
[3-0]
This course focuses on the major principles of leadership, ethics and advocacy in Early Childhood
Education. It involves research into models of leadership, ethics, personal leadership qualities and skills,
cultural and personal inclusion and effective collaboration. Prerequisite: Admission to the doctoral
program.
EDCI 6325: ESL for International and Intercultural Settings
[3-0]
This course will emphasize comparative international and intercultural teaching practices, stressing
second language instruction in an international setting. Cooperation with community agencies, selection
and assignment of personnel, allocation of resources, pupil personnel management and other
instructional programs will be emphasized.
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EDCI 6336: Problems in Education
[3-0]
This course’s major emphasis is on current innovations in education. Students will conduct research
related to selected problems. This research may include conducting action research, working with
educational determinants, and new education programs, and/or working with classroom researchers and
other people in the community to improve the education program.
EDCI 7336: Topics in Higher Education
[3-0]
Major emphasis is on current innovations and demands in education and education related settings.
Students will conduct research related to selected problems and new developments. This research may
include conducting action research, working with educational determinants, new education programs,
and/or emerging philosophies intended to improve the education programs. Credit may be applied
toward graduate and post-graduate programs in education when the student chooses or is provided an
appropriate problem. Course may be used for all Specializations in the EDD C&I Program. Prerequisite:
Approval of Graduate Advisor and/or Specialization Coordinator.
EDCI 7360: Teaching and Learning Space, Dimension and Measurement Concepts
[3-0]
This course examines research related to learning concepts on space, dimension and measurement
concepts and pedagogical content knowledge, and technology. Contemporary issues on the teaching and
learning in K–12 classrooms including standards and assessments are emphasized.
EDCI 7353: Teaching and Learning Algebraic Concepts
[3-0]
This course covers learning theories related to the teaching of school algebra, as well as strategies for
teaching algebraic concepts. Topics include best practices based on research, development of materials
for supporting the learning of foundational algebraic concepts. Students will utilize technology and tools.
EDCI 8320: Advanced Curriculum Design and Development
[3-0]
Planning the implementation and evaluation of curriculum and instruction as innovations in educational
settings. This includes design, development, and evaluation of program materials.
EDCI 8321: Adult Learning Strategies
[3-0]
A study of learning in adulthood, how to facilitate that learning, and the characteristics of adult learners
will be addressed. Particular emphasis will be placed on models, goals, organization, methodology, career
development, and evaluation of adult learners in P-16 environments
EDCI 8323: Advanced Models of Teaching
[3-0]
Social, information processing, personal, and behavioral systems models will be examined, synthesized
and applied. Research in teacher effectiveness and demonstration of models is required.
EDCI 8324: Literacy Across the Curriculum
[3-0]
This course will focus on reading and writing across the curriculum. Additional emphasis will be placed
on research and current classroom implementation.
EDCI 8325: Mentoring and Professional Development
[3-0]
Research and models of mentoring, induction, and professional development will be explored. Local,
state, and national programs will be analyzed in terms of meeting the needs of adult learners, effecting
change, and long term instructional improvement.
EDCI 8340: Technology in the Science Classroom
This course provides an in-depth study and analysis of the constantly changing use of technology
applications in the science classroom, focusing on cognitive theory and assessment. Methods for
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evaluating the impact of emerging science classroom technology to improve student understanding of
science concepts will be investigated.
EDCI 8342: Addressing the Needs of English Language Learners in the Science Classroom
[3-0]
The course explores instructional strategies that simultaneously promote science learning and English
proficiency for ELLs. It also addresses specific areas of research such as ELL students’ “funds of
knowledge” as a foundation for learning scientific ideas and practices.
EDCI 8344: Diversity Issues in the Science Classroom
[3-0]
Students will explore diversity issues that lead to marginalization of students in science and technology,
engineering, and mathematics careers. The course will focus on equity issues related to gender, race,
ethnicity, socioeconomic status, and special education in science education.
EDCI 8346: Instructional Change and Reform for Science Education Leaders
[3-0]
Critical analysis of state, national, and international reform initiatives is the focus of this course. The
course develops student's an understanding of policy and practices that have shaped reform at various
levels and develop expertise in forming new polices and directing successful implementation.
EDCI 8348: The Historical Context of Science and Science Teaching
[3-0]
The course explores the growth of scientific knowledge over time and its adoption in schools and
universities. The course includes a substantial hands-on component in which students recreate some of
the landmark experiments in the historical development of the physical and life sciences.
EDCI 8350: Selected Topics in Science Education
[3-0]
Group and individual projects in science education research design, assessment strategies, research
methodologies and research execution in response to student needs, interests and faculty expertise.
EDCI 8361: Theories of Learning and Teaching Mathematics
This course presents theoretical bases for the learning and teaching of mathematics, including an
examination of the research supporting the theoretical bases
[3-0]
EDCI 8362: Assessing Cognitive, Conceptual and Fluency Structures Related to Learning and
[3-0]
Teaching Mathematics
This course introduces diagnostic and assessment procedures in mathematics and their potential for
identifying problem areas related to children’s acquisition of mathematical skills; number and quantity
concepts.
EDCI 8363: Teaching and Learning Mathematics with Diverse Learners
[3-0]
This course examines the pedagogical strategies to meet the needs of diverse learners through the use
diagnostic and assessment procedures in mathematics for identifying problem areas related to children’s
acquisition of mathematical skills; number and quantity concepts.
EDCI 8364: Teaching and Learning Data Analysis and Probability
[3-0]
The course examines the pedagogical content knowledge, technology and research on teaching and
student learning of concepts and skills in probability, and statistics, including discussion of contemporary
issues in K–12 curriculum, standards, and assessment.
EDCI 8380: *Dissertation I
[3-0]
Data collection will be conducted and analysis of results will occur, as well as further development of the
literature review. Prerequisite: Successful completion of the Comprehensive Examinations.
EDCI 8390: *Dissertation II
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Candidates will prepare a prospectus for approval by the dissertation committee. Candidates will prepare
a protocol for review and approval by the Institutional Review Board. Prerequisite: EDCI 8380 and
permission of advisor.
EDCI 8391: *Dissertation III
[3-0]
Continue data analysis, results and conclusions completed. Enrollment in this course is required each
semester through program completion. Prerequisite: EDCI 8390.
EDCI 8191: *Dissertation IV
[1-0]
Continue data analysis, results and conclusions completed. Enrollment in this course is required each
semester through program completion. Prerequisite: EDCI 8390.
EDFR 8300: Research Methods and Design
[3-0]
This course introduces the research process and focusses on the various quantitative, qualitative, and
mixed methods inquiry strategies including the epistemological differences between these approaches.
Attention is given to formulating problem statements, posing research questions and hypotheses,
devising appropriate research designs.
EDFR 8301: Qualitative Research
[3-0]
An examination of qualitative research methods including ethnography, case studies, grounded theory,
narrative and other qualitative inquiries applied to education is the focus of this course. Prerequisite:
EDFR 8300.
EDFR 8302: Quantitative Research
[3-0]
This course is an introduction to quantitative research methods in education, including descriptive,
experimental, correlational, and other inquiries. Strengths, weaknesses, and appropriate uses of these
quantitative methods of inquiry will be stressed.
EDFR 8303: Advanced Qualitative Research
[3-0]
The purpose of advanced qualitative research is to develop a deeper understanding of qualitative designs,
and data collection. Prerequisites: EDFR 8300 and EDFR 8301.
EDFR 8304: Advanced Quantitative Research
[3-0]
The purpose of this advanced quantitative research is to develop a deeper understanding of qualitative
designs, data collection, and analysis methods. Prerequisites: EDFR 8300 and EDFR 8301.
EDFR 8305: Program Evaluation
[3-0]
Methods related to planning and implementing evaluation of educational programs, including formative
and summative evaluation are the focus of this course. National standards are examined for assessing the
quality of evaluations relative to utility, feasibility, propriety, and accuracy. Prerequisites: EDFR 8300,
EDFR 8301, and EDFR 8302.
EDFR 8306: Multivariate Analysis in Educational Research
[3-0]
Heuristic review of univariate and bivariate data analysis, multiple regression analysis, canonical
correlation, cluster analysis, discriminant analysis of variance, factor analysis, and related topics are
covered. Prerequisites: EDFR 8300, EDFR 8302, and EDFR 8304.
*Committee Chairs will receive 1.5 sch credit for each committee they chair (i.e. for each Dissertation Course assigned to them).
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EDFR 8307: Selected Topics in Research
[3-0]
Group and individual projects in research design, research methodologies, and research execution in
response to student needs and interests, and faculty expertise. Prerequisites: EDFR 8300, EDFR 8301,
and EDFR 8302.
EDFR 8322: Advanced Historical and Sociocultural Inquiry in Education
[3-0]
A sociocultural and historical analysis of education as a social institution and a setting for social
interaction, to include such topics as social stratification, gender, ethnicity, race, social organization, social
change, cultural diversity, group dynamics, religion and leadership.
EDFR 8380: Comparative Higher Education
[3-0]
Current knowledge of the methodology and traditions of the field of Comparative Education applied to
national systems of higher education compared to U.S. Analysis of emerging concepts surrounding
globalization, Birth-12 or PK-16 education, postgraduate, scientific research and innovation worldwide
with special emphasis in North, Central and South America and Europe.
EDFR 8382: History and Philosophy of Higher Education
[3-0]
An overview of historical development of Higher Education is focused on American education and its
growth and development since the founding of Harvard. Philosophical issues, e.g., access to higher
education, undergraduate curriculum, academic freedom, role of universities in society, and the balance
of teaching, research and service will be addressed.
EDTC 6321: Instructional Design
[3-0]
This course uses an instructional systems design model to guide the student in systematically developing
effective Instruction. Theoretical and practical issues in instructional systems design are examined. Other
instructional design models are introduced.
EDTC 6325: Educational Communications
[3-0]
This course addresses the development of instruction for e-learning environments. Learners will use a
research-based rationale for the selection and utilization of technologies for designing, developing,
implementing, and evaluating instruction using an open source courseware management system.
Learners will also explore the potential of 3-D virtual environments for instructional applications.
EDTC 6329: Selected Topics in Educational Technology
[3-0]
This course addresses the study of significant topic related to utilization of technology in educational
settings. With approval of advisor, course can be repeated if topic varies.
EDTC 8371: Theories and Practices in Effective Online Pedagogy
[3-0]
This online course examines contemporary research relevant to the theoretical foundations of teaching
and learning online. Through examination of current literature relevant to effective online instruction,
students will analyze the pedagogical implications for teaching and developing effective online courses
and learning communities incorporating current and future technological tools.
EDTC 8372: Advanced Instructional Design
[3-0]
This online course is designed to extend students’ knowledge and application of the instructional design
process in K-16 e-learning environments. Emphasis is placed on the selection of appropriate pedagogies,
processes, and tools for designing, developing, and evaluating online instructional materials. Students will
solve a real-world instructional or performance problem.
EDTC 8373: Evaluation and Assessment in Instructional Technology
[3-0]
The online course is intended for students to become competent in mainstream and alternative models of
evaluation. Students will also target a real life instructional system within an organization, propose an
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appropriate evaluation model with a research-based justification, and appraise the target system
professionally to meet the organization’s goal.
EDTC 8374: Course Management and Instructional Systems in K-16
[3-0]
This entirely online course proved a framework by which distance educators can analyze three core
issues involved in successfully implementing course ware/learning management systems in K-16
environments. Students will research the managerial and administrative, technical, and pedagogic issues
involved in offering instruction at a distance using CMS/LMS or similar systems.
EDTC 8375: Trends in Educational Technology K-16
[3-0]
This course investigates approaches, techniques, tools, and philosophies as they apply to current and
future trends in educational technology and online learning in the K-16 educational environments
EPSY 8318: Advanced Human Development and Cognition
[3-0]
This is a seminar course in advanced applications in Educational Psychology. A variety of topics in
relevant and current research in the fields of cognition, motivation, and perspectives within the domains
in human development through the life span will be discussed.
EDUL/HIED 8340: Higher Education Law
[3-0]
An overview of historic and contemporary influences of the United States and state constitutions, federal
and state statutes, case law and agency regulations that impact higher education institutions and their
administrators, faculties and students.
EDUL/HIED 8341: Student Affairs in Higher Education
[3-0]
A study of the professional foundations and conceptual models for student affairs administration,
programs and services in community colleges and four-year institutions. Also included will be the
development of higher education administrative skills, including those of particular relevance to student
affairs.
HIED 8381: Advanced Human Learning and Motivational Development
[3-0]
The course focuses on advanced theories and current research in learning and motivation. Readings and
discussions will focus on the implications of major learning and motivational theories on our
understanding of cognitive, emotional, and social-cultural growth to foster a working knowledge of a
doctoral-level scholarly inquiry, research, and writing.
HIED 8383: Higher Education Equity, Inclusion, and Diversity
[3-0]
Students will critically examine historical and contemporary issues related to equity, inclusion, and
diversity, as well as analyze current trends and coming challenges in higher educational research, theory,
policy, and practice.
HIED 8384: Current Issues in Higher Education
[3-0]
The study of contemporary higher education as a specialized field of inquiry and as a professional area in
which to work will be addressed. Students will explore institutional missions as well as entities such as
teaching and administration in relationship to current issues centered on faculty and students.
RLIT 6300: Foundations of Reading and Digital Literacies
[3-0]
This course focuses on research and theory related to New Literacy Studies and the foundations of digital
literacy, while building on traditional literacies.
RLIT 6301: Digital Literacies and Reading for Young Children
[3-0]
This course focuses on digital literacies for young children of diverse linguistic and cultural backgrounds.
Students will research digital literacies. They will reflect on instructional practices and materials
involving traditional and digital literacies, as well as how digital literacies can impact change in
educational contexts.
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RLIT 6302: Adolescent Digital Literacies and Reading
[3-0]
Candidates learn and teach strategies to address the multi-modal literacy needs and practices of
adolescents from diverse linguistic and cultural backgrounds across all content areas. Metacognitive and
collaborative strategies for adolescents’ 21st Century success are addressed.
RLIT 6303: Diverse Learner Digital Literacies and Reading
[3-0]
This course examines how diverse learners engage with traditional and digital literacies. Candidates
understand: dyslexia, accessibility mandates, local support personnel, online privacy, language,
background, and learning style needs. They develop differentiated online lesson plans and interventions
for diverse K-12 learners, and ensure equitable multi-modal instruction and assessment.
RLIT 6305: Conducting Literacy Research
[3-0]
Students design and implement a research study as they examine major traditions of literacy research,
with a focus on contemporary research of interest to teachers and researchers in the Rio Grande Valley.
Strategies in interpreting and analyzing the professional literature will also be emphasized.
RLIT 6306: Assessment Practices in Digital Literacies
[3-0]
This course highlights reflective assessment and instruction in traditional and digital literacies.
Candidates assess and teach diverse learners using formal and informal assessments. Candidates develop
leadership skills, create and teach an online course, and interact with parents and struggling learners.
RLIT 6308: Digital Literacies and Reading Leadership
[3-0]
This course focuses on leadership in digital literacies and reflective practice in schools and programs
serving linguistically and culturally diverse students. Students examine policy and research in
organizational change, mentoring, and leading adult learners. Literacy and digital literacies program
evaluation as well as parent and community involvement are highlighted.
RLIT 6310: Children’s and Adolescent Literature
[3-0]
This course will provide a broad knowledge of quality children’s and adolescent literature including
theoretical perspectives and issues in the field such as transactional theory, critical literacy, multimodal
experiences with literature, and issues of authenticity and representation. Participants will also engage
with methods for using literature in the monolingual, bilingual, and multilingual literacy classroom.
RLIT 6311: Crossing Borders with Literature for Young People
[3-0]
Participants will explore children’s and young adult literature that crosses physical, cultural and linguistic
borders. This includes multicultural and multiethnic literature, Latino literature, and literature reflecting
the immigrant /transnational experience, and bilingual texts. Issues pertaining to cultural authenticity
and representation, translation and language use, and global literature will also be discussed.
RLIT 6313: Literacy Development and Language Study
[3-0]
This course examines theories of oral language development in monolingual, bilingual, and multilingual
contexts and the role of language as a foundation for literacy. Participants will explore phonology,
morphology, orthography, syntax, and semantics. In addition, participants will explore instructional
methods for teaching students how words and language works.
RLIT 6320: Writing in the Reading Classroom
[3-0]
This course examines the integration of reading and writing processes in monolingual, bilingual, and
multilingual contexts. Participants will explore writing development, the interconnections between
reading and writing, strategies for teaching writing in K-12 reading classrooms, and writing across the
curriculum.
RLIT 6330: Teaching Struggling Readers
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Participants learn cognitive, neurological, emotional, and sociocultural reasons some students struggle
with literacy. Participants will explore what curricular structures and instructional strategies will build
on student strengths to support these students in monolingual, bilingual, and multilingual contexts.
Fluency and comprehension will also be addressed.
RLIT 8370: Literacy Research, Assessment and Theory
[3-0]
Students will develop an advanced understanding of diverse models and theories, and assessments of
literacies through a critical examination of research and historical trends. They will research the
instructional and curricular implications of the different models and theories, and assessments, as well as
their application for diverse learners. Prerequisite: Admission to the doctoral program.
RLIT 8371: Transnational and Border Literacies
[3-0]
In this course students will gain advanced knowledge in community and family literacy practices in
transnational settings. Prerequisite: Admission to the doctoral program.
RLIT 8372: Traditional and Digital Literacies
[3-0]
This course examines the role of reading, writing, and digital literacy in education through evaluating
practices, politics, problems, and possibilities, and enabling a deeper understanding of ways to
incorporate traditional and digital literacies into 21st century education. Prerequisite: Admission to the
doctoral program.
RLIT 8373: Critical Literacies
[3-0]
Contextualized uses of literacy, multiple ways of knowing, and language and power will be course foci.
Students will construct and deconstruct texts from critical perspectives; reconsider the potentiality of
texts, literacy, and signs from multiple perspectives; and develop theoretical tools for interpreting and
producing scholarship and critical literacies. Prerequisite: Admission to the doctoral program.
RLIT 8374: Literacy Policy and Leadership
[3-0]
This course focuses on analyzing, implementing and leading literacy programs based on best practice
research. The issues of change, professional growth, and policy at local, state, and national levels will be
explored as they relate to the successful development and implementation of literacy programs.
Prerequisite: Admission to the doctoral program.
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TRANSFER OF CREDIT POLICY
Subject to the approval by the Dean of the Graduate College, the Program Director and the
faculty advisor, relevant previously taken coursework at an accredited institution may be considered on
an individual basis toward completion of the degree. Courses must be equivalent in content to courses
of The University of Texas Rio Grande Valley. Transfer credits that are used to fulfill program
requirements (i.e. Research, C&I and the Specialization) must be accepted when the official Program
of Study (POS) is approved for the student. Transferred credit will not be counted in computing the
grade point average on courses completed in the doctoral program at UTRGV (UTB or UTPA).
A maximum of nine (9) graduate semester credit hours for the doctorate degree may be transferred as
electives for degree credit. The faculty advisor and/or Specialization Coordinator have the initial
responsibility to insure that the proposed transfer work is appropriate to the degree sought. The Director and
the Dean of the Graduate College will validate the student’s transcript.
Credit may not be transferred for:
 Courses which would not receive graduate credit at UTRGV.
 Courses with a grade lower than a “B”.
 Correspondence and extension courses.
 Credit for life experience or prior learning.
 Courses counted toward completion of a master’s degree will not transfer to the doctorate degree.
The EDD C&I Director and the Dean of the Graduate College approve transfer credits used to fulfill
program requirements for the EDD C&I. The Faculty Advisor/Program Director has the initial responsibility
to insure that the proposed transfer work is relevant and appropriate to the degree sought. The Office of
Graduate Studies will validate the student’s transcript when necessary. Additionally for the College of
Education, transfer credit for certification purposes must also be approved by the Graduate Advisor,
Coordinator of Teacher Education and the Dean of the College of Education. For confirmation on how a
course will be transcripted, consult with your faculty advisor.
Graduate Catalog:
www.utrgv.edu/grad
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ARRANGEMENTS FOR NON-TRADITIONAL STUDENTS
Courses will be designed and scheduled to meet the needs of adult learners. All required courses
and prescribed electives will be offered at a variety of times to accommodate students in late afternoon,
evenings and/or on weekends. Long summer courses will be scheduled so students can complete nine
semester hours between June and early August.
Faculty members will be available for student advising and consultation at convenient times of the day
and evenings for students. Support services will be provided to students at times that are convenient and
flexible. Furthermore, library services at The University of Rio Grande Valley provide students with
opportunities to utilize a variety of computerized services, i.e. internet access to electronic databases at their
convenience. Opportunities exist for e-mail transmission of information and electronic discussion boards to
increase the amount of communication for advising and networking between faculty and students.
GRADUATE ASSISTANTSHIPS
The University awards graduate teaching, lab and research assistantships each year on a
competitive basis to graduate students who are enrolled in the EDD C&I in support of their efforts to
obtain a doctorate degree. Graduate assistants may serve as teaching assistants (teaching two
undergraduate courses, 50% FTE) or research assistants. All of the teaching assistants will have a master's
degree and at least 18 graduate hours in the field in which they are teaching. They should have at least three
years of teaching experience at the appropriate level. These requirements for teaching assistants meet the
minimum standards for credentials and experience delineated by the Southern Association of Colleges and
Schools.
Awards for Graduate Assistants vary depending on the nature of the assignment and may
include a monthly stipend, tuition and fees. Full-time graduate assistants must be enrolled for a
minimum of nine (6) semester hours of doctoral work each semester and are expected to devote their
time and service solely to their doctoral studies and assistants assignments, and may not be employed
elsewhere during the duration of the assistantship. The standard stipend for full-time doctoral students
is $18,000 per academic year or $6,000 for regular semesters and long Summer. Assistant positions
may also be available for part-time doctoral students, depending on the needs of the doctoral program
and the availability of funds. In such cases, the stipend and assignment will be less than that of a fulltime doctoral assistant.
Applications are submitted to the Doctor in EDD C&I Program; recommendations are
forwarded to the Office of the Dean of the Graduate College for approval. Appointments are normally
for one academic year or less and may be renewed provided the student’s academic performance – as
well as performance in carrying out the responsibilities of the appointment – is satisfactory. Criteria
for Graduate Assistants in the doctoral program are currently published in the http://utb.edu/edd
website.
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DEADLINES (to be coordinated with UTRGV Offices)
Please review deadlines posted on the Doctor of Education website http://utb.edu/edd, and
the Graduate Studies website (http://blue.utb.edu/graduate/).
Listing of Key Deadlines:
1. Submission of Application
a.
b.
c.
d.
April 1 (of the fall of the year in which a Cohort starts)
August 1 (of the year before the a cohort starts)
Application Package
GRE
Letters and Forms of Recommendation
Transcripts
2. Application for Comprehensive Examinations (Appendix #6)
Spring:
March 1
Examination: Mid-April
Summer:
May 1
Examination: Mid-July
Fall:
Sept. 1
Examination: Mid-May
3. Dissertation Committee Form (Appendix #5)
After reaching Candidacy (Successful Comps)
4. Submission of IRB Proposal
After reaching Candidacy (Successful Comps)
5. Dissertation Proposal
a. Application/Submission with Proposal (Appendix #7)
b. Submission of Approved Proposal (Appendix #8)
6. Dissertation
a. Application/Submission with Dissertation at least 2 weeks prior to the defense
(Appendix #7)
b. Submission of Approved Dissertation (Appendix #8)
7. Graduation Application (Appendix #9)
a. Fall:
Oct. 1
b. Spring:
Feb. 1
c. Summer: May 1
8. Petition prior to Enrollment
(Appendix #4a)
a. Changing Course Sequence (POS)
b. Reduction of Attendance of Scheduled Courses
c. Stop-out for one year/Leave of Absence
9. Petition to Change Specialization prior to Enrollment (Appendix #4b)
10. Petition to Drop-out prior to Enrollment (Appendix #4c)
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GRADUATE STUDENTS’ RIGHTS AND RESPONSIBILITIES
Graduate students have many rights and responsibilities, which they should exercise. Below is
a list of these guidelines.
Graduate students have a right to the following:
1. Graduate students have a right to be respected as a person of merit and junior colleague upon
gaining admission to a graduate program.
2. Graduate students have a right to an accurate description of the availability and the likelihood of
financial and resource support within their program.
Prospective and currently enrolled graduate students should be provided a thorough description of
the requirements and qualifications necessary for academic employment, training or financial
support at the university.
3. Graduate students have a right to specific requirements for achieving an advanced Degree. These
requirements should be communicated clearly upon entrance to the graduate program.
a. Prospective and currently enrolled graduate students have a right to know and should be
informed of the "normative time to degree" and the "average time to degree" within a specific
graduate program.
b. Prospective and currently enrolled graduate students have a right to know a program’s student
attrition rate and, if available, the predominate reasons for lack of program completion.
4. Graduate students have a right to have their progress towards achieving an advanced degree
evaluated in an objective manner and based on criteria that are understood by the graduate advisor
and the student.
a. Evaluations should be factual, specific, and should be shared with the student within a
reasonable period of time. Evaluations that should be in writing and include: annual progress
reports, split decisions on qualifying examinations, and unusual or additional program
requirements.
b. The reasons for unsatisfactory performance on programmatic examinations should be clearly
stated to the student in a written evaluation.
5. Graduate students have a right to regular feedback and guidance concerning his or her academic
performance.
a. A graduate student and major professor should arrive at and maintain a mutually agreeable
schedule of evaluative/supervisory conferences.
b. Graduate students should be given a fair opportunity to correct or remediate deficiencies in
their academic performance.
c. Any intent to dismiss a student from a graduate program for academic reasons must be
preceded by specific, written performance information well in advance of actual dismissal.
6. Graduate students have a right not to be discriminated against, such as actions based on a student’s
gender, race, age, sexual orientation, disability, religious, or political beliefs.
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7. Graduate students have a right to reasonable confidentiality in their communications with
professors.
a. Generally, a student’s performance or behavior should not be discussed by a professor with
other students.
b. Discussion of the student’s performance among faculty should be of a professional nature, and
should be limited to the student’s academic performance and fitness as a graduate student; the
substance of the communication should be based on a need to know relevant information.
8. Graduate students have a right to refuse to perform tasks if those tasks are not closely related to
their academic or professional development program. The student’s vulnerability in having a lesser
status and authority in the academic unit or lesser experience in the academic field of study should
not be exploited to the personal advantage of a faculty member.
9. Graduate students have a right to co-authorship in publications involving significant contributions
of ideas or research work from the student. The student should receive "first authorship" for
publications which are comprised primarily of the creative research and writing of the student.
Faculty and graduate students should agree, as early as possible, upon authorship positions
commensurate with levels of contribution to the work.
Graduate students have the following responsibilities:
1. Graduate students have a responsibility to conduct themselves, in all educational activities in a
manner befitting an academic colleague. Graduate students’ behavior should be a credit to
themselves, the higher academic unit, and the university.
2. Graduate students have a responsibility to devote an appropriate amount of time and energy toward
achieving the advanced degree within "normative time," except when special circumstances apply.
3. Graduate students have a responsibility to provide accurate and honest reporting of research results
and to uphold ethical norms in research methodology and scholarship.
4. Graduate students have a responsibility to participate in the campus community to the extent that
each is able, and should leave the campus enriched in whatever ways possible.
a. To contribute to the academic development and the social environment of the department or
program in which he or she is pursuing the advanced degree.
b. To contribute to administration of the graduate program, student government and/or the
university.
5. Graduate students have a responsibility to take the initiative in asking questions that promote their
understanding of the academic regulations and the financial requirements of their specific graduate
program.
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MAINTAINING A 3.25 GRADE-POINT AVERAGE,
In order for a degree-seeking doctoral student to remain in good academic standing the student
must maintain a 3.25 grade-point average during the program.
THE THREE-C RULE, AND A GRADE OF “F”
A student who receives a grade of C+ or lower in nine graduate-level semester credit hours (i.e.
three courses) for application toward the doctoral degree, regardless of the student’s classification,
whether or not in repeated courses, is ineligible for any advanced degree at this institution and will not
be permitted to re-enroll for doctoral study. A student whose overall GPA falls below a 3.25 in a given
semester is automatically placed on academic probation the following semester. Academic probation
constitutes a warning of insufficient level of progress. Within the following nine semester credit hours,
the overall GPA must return to 3.25 or above or the student will be suspended for a minimum of one
semester. A student who receives a grade of F in any course is automatically dismissed from the
doctoral program. A student who is dismissed may seek reinstatement through an appeal process.
Students are advised to complete any required work in the semester following and Incomplete.
MONITORING DOCTORAL STUDENT PROGRESS
Doctoral student progress will be reported each April for the previous academic year. Before
the end of April, each student will complete the Milestone Agreement form (Appendix #11) to
indicate activities participated in and the requirements completed, e.g.: meetings with advisor,
completion of degree plan, residency, candidacy paper, comprehensive examination, dissertation work,
etc. The form will go to the advisor for review and discussion with the doctoral student; then a
summary of progress will be sent the Director of the EDD C&I Program by the advisor.
FINANCIAL RESPONSIBILITY
Students incur charges for a variety of services provided by the University. It is the expectation,
as well as a condition of enrollment at the University of Texas Rio Grande Valley, that students satisfy
their financial responsibilities in a timely fashion. Individuals who fail to do so will incur the sanctions
outlined in this section. Students who illegally enroll at the University of Texas Rio Grande Valley by
a. failing to pay past due balances at any other University,
b. providing the Office of Financial Aid with false information for purposes of obtaining financial
assistance, or
c. a check for enrollment expenses that is returned by the University’s bank will have 10 calendar
days to legitimize their enrollment. The 10 days will begin on the date the University mails
notification to the student specifying what action the student must take to correct existing
deficiencies. Failure of a student to respond within the 10-day period to a notice of a returned
check for the initial fee payment will result in the student being financially dropped from the
University.
Students who write two bad checks (unless due to bank error) to the University for tuition and fees
or for any other university obligation forfeit check-writing privileges for one year and must petition for
future eligibility.
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In addition, a student who has tendered to the University a check returned unpaid by the bank will
be assessed a $25 service charge.
Students who fail to make their first payment will be financially withdrawn, and their records will
reflect no enrollment. Any time payment is not made by the due date indicated, a late fee will be
assessed.
Students who fail to make subsequent payments by the final payment deadline provided will be
subject to the following sanctions:
•
•
•
•
•
•
•
A $50 severance of service fee will be assessed.
Financial stops will be placed preventing further enrollment until cleared by the Financial Aid
Office.
Credit and grades for the work done that semester may be held. Grades of A, B, or C will be
changed to W for the students who fail to pay by the end of the semester; grades of F or U will
remain unchanged. The Registrar’s Office will hold the original grades on file for six months
after the end of the semester. If payment is received within that period, the passing grades may
be reinstated.
No degree will be conferred to a student or former student until financial obligations have been
satisfied.
University housing may be denied.
Transcripts or statements regarding courses or prior credits will not be provided to or on behalf
of a student who is in default on any payment to the University.
Non-payment by the end of the semester will result in transfer of the student’s account to a
Collection Agency and assessment of a collection fee of at least 25 percent of the outstanding
balance.
Grade changes as a result of non-payment, dropping courses or withdrawing from the University
will not relieve the student of unmet financial obligations to the University.
Appeal of any of these actions may be made in person to the Business Office. The department is
required to consider all information relevant to the appeal before making a final decision.
99-HOUR DOCTORAL CAP
Graduate students must be aware of the Texas Legislature’s introduced 99-hour doctoral cap.
The State of Texas subsidizes a large portion of the costs of doctoral education at its public universities,
and the State Legislature has decided to limit the length of time the state will continue this subsidy for individual
students. The Legislature has voted to stop providing state money for educating graduate students who have 100
or more semester credit hours of doctoral work. This law has come to be called the “99-hour doctoral cap.”
All doctoral students who accumulate more than ninety-nine doctoral semester credit hours at any Texas
public institution of higher education will be charged the nonresident tuition rates irrespective of student
residency status or any appointment, fellowship, or other circumstance that would normally entitle them to
resident tuition rates.
Exemptions:
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The Texas Higher Education Coordinating Board has approved the following programs for exemption
to the 99-hour limit:
• Clinical Psychology
• Counseling Psychology
• Vision Science/Physiological Optics
Note: Students in these programs are governed by an absolute limit of 130 doctoral semester credit
hours. Any hours beyond this limit will be charged at the non-resident tuition rate. It is important that
doctoral students continue to work closely with their advisors to monitor progress through the degree
program so that studies are concluded within the “99-hour doctoral cap” to avoid having to pay
significantly higher tuition. Furthermore, students on graduate student appointments who go beyond
the 99-hour doctoral cap will be charged at the non-resident tuition rate.
LEAVES OF ABSENCE (Appendix #4a)
Leaves of absence may be granted by the Dean of COE for extenuating circumstances such as
educational opportunities which will not require the use of university resources, personal problems
which temporarily interfere with the student’s ability to continue in the program, or other such
circumstances as the dean determines are extenuating.
Leaves of absence may not be granted for the student to avoid exceeding the doctoral credit
hour cap, to avoid paying tuition, to avoid the regulation on continuous enrollment of doctoral
students, or to avoid the full-time requirement for international students.
Leaves of absence shall be granted for specific periods of time, e.g. one semester, one year, etc.
and may contain requirements for readmission into the program. A student who requests an extension
of a current leave of absence shall have that request considered as a new request.
GRIEVANCE POLICY & PROCEDURES, ACADEMIC APPEALS
The University Grievance Policy and Procedures are lengthy. Therefore, they are not printed in
this document. Should this be an issue, students are advised to locate and study them in the
University’s HOP 5.2.1. The Doctor in Education Curriculum & Instruction Program will follow
UTRGV policy.
GENERAL ADMISSIONS
The university is an institution with selective entry admissions and to the extent provided by
applicable law, no person shall be excluded from participation in, denied the benefits of, or be subject
to discrimination under any program or activity sponsored or conducted by The University of Texas
Rio Grande Valleyon the basis of race, color, age, national origin, gender, religion, disability, or
veteran status. Any complaint should be directed to the Office of Student Affairs or the Corporate
Compliance Officer of the University. Admission to the university does not imply admission to all
programs of the university. The university does limit graduate admissions (on the doctoral level) to
those students who have shown a history of academic competency that suggests the ability to perform
doctoral work and indicates that doctoral study will contribute significantly to the intellectual and
professional development of the student and add to the prestige of the institution.
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Students who register for graduate/doctoral courses inadvertently through administrative
error, or who have not received official notification of admission to the graduate/doctoral program,
will be administratively withdrawn from graduate courses and have their tuition refunded.
INTERNATIONAL STUDENTS
International Students applying for admission to the doctoral program must comply with the
following:
1.
2.
3.
4.
Apply on-line for doctoral admission www.applytexas.org .
Pay application fee $100.
Submit/up-load complete application materials.
Have official transcripts on all undergraduate and graduate college work previously completed
whether taken in a foreign country or in the United States sent to UTRGV. Foreign transcripts
need to be officially translated. Information on these services is available at the The University
of Texas Rio Grande Valley, The Graduate College, Marialice Shary Shivers Bldg, 1.158, 1201
W. University Drive, Edinburg, TX 78539-2999.
5. Have official scores of the Graduate Record Examination (GRE) sent directly from Educational
Testing Service to the Testing Office of UTRGV. GRE scores more than five years old will be
accepted only by permission of the Dean of the Graduate College.
6. All International students for whom English is not the mother tongue must take the Test of
English as a Foreign Language (TOEFL). They must submit an official score for the Test of
English as a Foreign Language (TOEFL) to be eligible for admission. The test score will not be
accepted if it is more than two years old, less than 600 on the written version of the
examination, or less than 100 on the computerized version. A waiver of the TOEFL
requirement may be granted at the discretion of the Dean of the Graduate College.
7. Students (except those from Mexico) who enter the country under the provisions of an I-20
must qualify for unconditional admission status to the University. Individuals who are required
to obtain the legal status of international student must request the form I-20 A-B from the
Admissions Office (only after being admitted unconditionally). To obtain the I-20 form, you
must submit the following:
a. a tentative Program of Study from the academic department
b. an affidavit of financial support
c. proof of economic solvency (i.e. bank statement or bank letter)
8. Obtain F-1 visa at the nearest U.S. Embassy or Consulate with an I-20 form and valid passport.
9. Present immigration documents to The University of Texas Rio Grande Valley, The Graduate
College, Marialice Shary Shivers Bldg, 1.158, 1201 W. University Drive, Edinburg, TX 785392999 prior to registration.
Please refer to Appendix #13 for additional details
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STUDENT PAYMENTS
All charges are due within 10 working days after a bill is rendered, or according to the special
payment instructions that may be printed on the bill. Failure to pay any amount owed within the
allotted time can result in the withholding of registration privileges, official transcripts, grades,
degrees, and other penalties and actions allowed by law.
Students are expected to pay for tuition and fees within the specified payment period. Students
are not entitled to enter classrooms or laboratories until payment for tuition and fees has been made or
a payment option has been selected by the student. All tuition and fees must be paid at the Business
Office before the payment deadline date.
Types of payments accepted at the Business Office:

Cash,

Personal Checks made payable to: UTRGV (include ID#),

Money Order (include ID#),

VISA and Master Card.
All payments must be received before deadline, and payment must be the full amount of tuition and
fees. The Student identification number must be included on checks. Check payments may be mailed
and must be postmarked on or before payment deadline. Mail checks to:
The University of Texas Rio Grande Valley
Business Office
P.O. Box 3640
Brownsville, TX 78520-3640
When a check is returned by the bank for whatever reason, a $25.00 nonrefundable returned
checks service charge is assessed. The student is given ten days from the date of notice to make full
payment by cash, money order, or cashier’s check. Once the student has had returned checks, UTRGV
reserves the right not to accept personal checks from the student. Returned checks not paid will be
submitted for collections. Students will be liable for any court costs and attorney fees.
For your convenience, VISA and Master Card payment information may be faxed to the
Business Office at (956) 882-6514 and must be received before the payment deadline. It is the
student’s or cardholder’s responsibility to verify that sufficient balance is available in the account to
process payment. The following is the information required in order to process payment. Forms are
available at the Business Office for this information.

Student’s name, Student’s ID#, Type of credit card, Credit Card #, Expiration Date; Printed
name of credit card holder, and Signature of credit card holder.
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PAYMENT BY INSTALLMENT
Para 54.007 of the Texas Education Code provides for payment by installment of tuition and
mandatory fees in the Fall and Spring semesters.
Mandatory fees are those fees required of all students enrolled (i.e., Tuition, Student Service
Fee, General Use Fee, Instruction Fee and Laboratory Fee).
Eligibility: Students who do not receive any form of financial aid, including scholarships, and are
registered for a minimum of six semester credit hours, are eligible to pay by installment.
Options: Eligible students may elect one of two payment options during Fall and Spring registration.
 Full payment of all tuition and mandatory fees in advance of the beginning of the semester (at
registration); or
 One-half payment of tuition and mandatory fees at registration and one quarter payment prior to
the start of the sixth class week, and the final quarter payment prior to the eleventh class week.
Once selected, an option may not be changed. However, advance payments will be accepted. Students
dropping below the six mandatory hours must pay the balance in full.
Installment Payment Fee: A nonrefundable incidental charge of $7.50 per installment will be
collected at registration in a lump sum. Payment of the entire unpaid balance will preclude any further
incidental charges.
Collection after Registration: ¤54.007 of the Texas Education Code requires collection of the second
and any subsequent installment before the class weeks indicated above.
Late Payment: Late installments will be accepted during the first three class days of the class week
indicated above, but a nonrefundable late payment charge of $5.00 will be assessed in addition to the
installment amount.
Reinstatement: Late installments will be accepted after the first three class days of the class week
intended above, but a non-returnable reinstatement charge of $25.00 will be assessed in addition to the
installment amount.
Failure to Pay Installment Tuition: Students who fail to fully pay tuition and fees, including late fees
assessed, when the payments are due, are subject to one or more of the following actions at the
university’s option:



Bar against readmission at the institution;
Withholding of grades, degrees and official transcripts; and
All penalties and actions authorized by law.
Note: Payment by Installment Policy is subject to change without notice or obligation in keeping with the policies and
actions of the Board of Regents and in conforming to the laws of the State of Texas
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COURSE GRADING SYSTEM
A student receives a grade for each registered course. Grades are indicated by letters and
assigned quality points as shown below. Credit toward a degree program will be granted only for
courses in which a grade of “C” or better is earned. No more than two grades of “C” are accepted in
the doctoral program. The Dissertation courses receive a statement of “IN PROGRESS” until
the dissertation is completed and successfully defended. Once defended and approved, the
Dissertation Course receives the Grade of “PASS”
A student's performance in academic work is expressed by the following grades.
Alphanumeric Grading System
+/-Letter Grade
Grade Points
100-Point Scale Guide (Not Prescriptive)
A+
4 Grade Points
(98-100)
A
4 Grade Points
(93-97.9)
A-
3.67 Grade Points
(90-92.9)
B+
3.33 Grade Points
(87-89.9)
B
3 Grade Points
(83-86.9)
B-
2.67 Grade Points
(80-82.9)
C+
2.33 Grade Points
(77-79.9)
C
2 Grade Points
(70-76.9)
D
1 Grade Point
(60-69.9)
F
0 Grade points
(Below 60)
To receive credit for a course, a graduate student must earn a grade of at least C. Academic
departments may require a higher grade for the course to be counted toward the student's degree. To
include a course in the Program of Study for a graduate degree, a graduate student must earn a grade of
at least C. More information about the Program of Study is given in the graduate catalog. One of the
following symbols may be assigned instead of a grade. Courses in which these symbols are recorded
are not included in the grade point average.
Valid symbols used in grading
Symbol
Explanation
Effect on GPA
Au
Audit
Not used in computing GPA
G
Must Repeat Course
Not used in computing GPA (Developmental Courses only)
I
Incomplete
Not used in computing GPA
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IM
Incomplete military
Not used in computing GPA
P
Pass
Not used in computing GPA
CR
Credit
NR
No Grade Reported
Not used in computing GPA (Office of the Registrar use
only)
S
Satisfactory
Not used in computing GPA (Non-course based remediation
only)
U
Unsatisfactory
Not used in computing GPA (Non-course based remediation
only)
W
Withdrawn
Not used in computing GPA
WC
Withdrawn due to casualty
Not used in computing GPA
WM
Withdrawn Military
Not used in computing GPA
WS
Withdrawn, excluded from Academic
Progress
Not used in computing GPA
Not used in computing GPA (Advanced placement and CLEP
credit only)
To receive the symbol CR, a graduate student must earn a grade of at least C.
GPA Calculation:
Grade points are computed by multiplying the points for each grade by the number of credit hours; for example,
4 (A) x 3 (hours) = 12 grade points. A student’s grade point average (GPA) is determined by dividing the total
number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is
received.
Grades are awarded in courses in which students are officially enrolled after the official record date. The
deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop
with a grade of a W has passed, students may not be awarded a W as a final grade.
IN PROGRESS The dissertation course receives a “PASS”, although the dissertation is not
completed
DISSERTATION COMPLETED The dissertation is completed and approved. The dissertation
course receives a “PASS”.
*Incomplete - work must be finished the next semester; otherwise, the grade automatically becomes an F
unless an extension of time is requested in writing to the Office of Graduate Studies by the instructor.
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APPLICATION CHECKLIST
The Checklist will help you be aware of the sequence of events in various stages of the
program. The checklist pertains to requirements and procedures processed during the application and
document submission to UTRGV (for further details please refer to the Document “Application
Procedures”).
Summary of Activities
_____
Obtain the Doctor of Education in Curriculum and Instruction Application Procedures from
the Office of the Program Director or by e-mail [email protected]
_____
Request official transcripts of all undergraduate and graduate studies to be sent to the Office
of Graduate Studies.
_____
Submit proof of baccalaureate degree from a four-year institution, which has regional
accreditation.
_____
Submit proof of a master’s degree from a regionally accredited institution.
_____
Request official copy of the Graduate Record Examination (GRE) score report to be sent to
the Testing Office UTRGV
_______
Write Statement of professional goals (500 Words)
_______
Write resume including educational background and work experience
_______
Provide Documentation of 5 years of experience in education or related field, of which 3
years must be classroom teaching experience
_______
Submit 3 professional letters of recommendation from individuals with first-hand
knowledge of your professional qualities and scholarly potential with reference forms to be
submitted to UTRGV by originator.
_______
GRE General Test – to be sent to RGV by Testing Service.
_____
Completed the Online Application at www.applytexas.org . and upload all required
documents. The university application fee of $85 ($100 for International Applicants) can
be paid online by credit card or electronic check (in the online application). All
application fees are non-refundable.
_____
Receive official notification to participate in the review and interview process.
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REGISTRATION
Currently students will be registered for their courses by the Office of the
Director EDD C&I Program:
Peter B. Gawenda, Ed.D.
Director, Doctor in Education Curriculum and Instruction
The University of Texas Rio Grande Valley
One West University Blvd.
Brownsville, TX 78520, Tel. (956) 882-5769, [email protected]
Starting Fall 2015 students may register in courses as outlined in their Plans of
Study (POS) on their own on-line or in the Registrar’s Office
READMISSION OF FORMER GRADUATE STUDENTS
Former doctoral students of UTRGV are required to reapply for admission if they were
not enrolled during the previous academic year.
Former students must submit transcripts from all colleges/universities attended
since their last enrollment at UTRGV (or UTB and UTPA).
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DOCTORAL PROGRAM OF STUDY (POS)
Currently there are seven different Programs of Study (POS) Forms in effect. These forms are
available on the website of the College of Education, Doctor of Education in Curriculum and Instruction.
The forms must be completed by the student in cooperation with the advisor.
The individual forms cover the following Specializations:
1.
2.
3.
4.
5.
6.
7.
Bilingual Studies
Educational Technology
Early Childhood
Higher Education Teaching
Literacy
Science Education
Mathematics Education
Please refer to Appendix #3 for a “generic” sample
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CHANGE OF SPECIALIZATION OR
CHANGE OF THE PROGRAM OF STUDY (POS) COURSE SEQUENCE
1. If a student intends to change his/her specialization a PETITION TO CHANGE THE POS
(APPENDIX #4b) has to be submitted to the Director of the EDD C&I Program.
2. The student has to be in “good standing” (i.e. no F’s, and a GPA of 3.25).
3. The faculty of the desired specialization will review the background, the specialization, and the
records/performance of the student, and must unanimously decide on the acceptance of that student into
the new specialization.
4. The acceptance of the student into another specialization will be reported to the Director of the EDD
C&I Program, the previous Specialization Coordinator, and the Dean of the Graduate College.
5. The Coordinator of the “new” specialization will assist the student in finding an advisor and/or mentor
and the student will contact faculty who he/she wants to serve on the dissertation committee.
6. A new POS will be developed in consultation with the Advisor/Mentor and the Director of the EDD
C&I Program, and will be submitted to the Graduate College.
7. If a student wants to change the course sequence a “PETITION TO CHANGE THE PROGRAM OF
STUDY (POS) COURSE SEQUENCE (I.E. REDUCTION OF ATTENDANCE OF SCHEDULED
COURSES)” has to be submitted (Appendix #4a). A new POS will be developed in consultation with the
Advisor/Mentor and the Director of the EDD C&I Program, and will be attached to the request.
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COMPREHENSIVE EXAMINATION CHECKLIST (to be changed with new ToO)
_______
At the beginning of the semester in which you will be completing fifty seven (57) semester
credit hours of the doctoral program (program without the Dissertation Courses) obtain a
Comprehensive Examination Application (Appendix #6) from this Handbook, or from the
Office of the EDD C&I Director, or download a copy from the College of Education
website.
_______
Submit a completed Comprehensive Examination Application including appropriate
signatures at the beginning of this semester to the EDD C&I Director.
_______
Make appointments to meet with your Faculty Advisor and Committee to prepare for the
Comprehensive Examination.
_______
The Office of EDD C&I Director will mail official Comprehensive Examination results to
the student two weeks after the examination.
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DISSERTATION TOPIC AND PROSPECTUS
The dissertation topic and prospectus must be approved by the Specialization Coordinator,
the dissertation committee and the Office of the Graduate College prior to the student
undertaking the research problem. All proposed research must be approved by the UTRGV
Human Subjects Research Review Committee prior to the collection of any data that involves
”humans”. The dissertation prospectus normally covers the first three chapters in a five chapter
dissertation format. A dissertation proposal approval sheet is included in this document and
serves as a cover sheet for the prospectus.
A COPY OF THE DISSERTATION PROPOSAL MUST BE ATTACHED TO THE APPROVAL SHEET AND FILED
IN THE OFFICE OF THE EDD C&I PROGRAM DIRECTOR.
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DISSERTATION PROPOSAL CHECKLIST
The proposal should include the following sections (15 to 25 pages):
______ Introduction of the study
______ Statement of the Problem
______ Research Questions
______ Assumptions
______ Limitations of the Study
______ Definition of Terms
______ Review of the Literature
______ Methodology
______ Research Design
______ Population
______ Instruments
______ Procedures
______ References
Please refer to Appendix #8
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DISSERTATION COMPLETION CHECKLIST
_______
Register for nine required hours of dissertation credit over a period of no less than three regular
semesters. Registration for additional dissertation hours must continue until the dissertation is
completed.
_______
Apply for Dissertation with the Program Director.
_______
Dissertation Guide and Checklist will be provided by the instructor of dissertation courses.
_______
Submit the Dissertation Proposal Approval form and Prospectus signed and dated by the
Dissertation Committee (Appendix #7)
_______
If applicable, obtain approval from the Human Subjects Research Review Committee (HSRRC)
and/or Institutional Animal Care and Use Committee (IACUC).
_______
In cooperation with the Doctoral Committee Chair, the Program Director, and the Office of the
Graduate College, set a date and time for the Dissertation Defense.
_______
Submit two (2) copies of the final draft of the dissertation at least two weeks prior to the
Dissertation Defense to the Program Director and to the Office of the Graduate College.
_______
Dissertation Defense (At least two weeks prior to the deadline submit the completed
dissertation). - Appendix #7
_______
Check the Web-page for “electronic” publication of the Dissertation
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ADMISSION TO DEGREE CANDIDACY
Admission to a doctoral program does not designate a student as a candidate for the doctoral
degree. Candidacy may be achieved only when students have:
a) completed leveling courses (if such courses are required),
b) completed required coursework (i.e. 60 SCH without two dissertation courses),
c) passed the Comps,
d) successfully defended the Dissertation Proposal,
e) filed an approved Program of Study (POS) having removed all incomplete grades,
f) maintained at least a 3.25 grade point average,
g) completed/defended the IRB proposal,
h)
Degrees are not awarded automatically upon completion of scholastic requirements. To be considered
as a candidate for a degree, a student must file the appropriate application with the Graduate Studies
Office (Appendix #9).
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CATALOG APPLICABILITY AND TIME LIMITS
A student will be governed by the Graduate Catalog in effect at the time of official notification
of admission to doctoral studies or may choose to graduate following the requirements of the most
current catalog. Should a doctoral student fail to enroll for a full calendar year, the catalog
requirements in effect at the time of readmission will apply.
Students must complete all requirements for the Doctor of Education (EDD C&I.) degree
within ten years of the time they are admitted into the program. Graduate/doctoral courses more than
ten years old at the time of graduation will not be accepted for credit toward a degree program.
Students who have compelling reasons for interruption of their doctoral program may petition the
Program Director and Dean for an extension of the time limit.
GRADUATION REQUIREMENTS
Students must complete all university and program requirements to receive a graduate degree.
Grades in courses offered for the Doctoral degree must average 3.25 on a 4.0 scale and all grades of "I"
must be reported. Students must submit a Graduation Application. An applicant must pay the required
$25 fee at the Business Office. Students are advised to speak with their Graduate Advisors before
submitting the required applications. Once the appropriate paperwork has been submitted to the
Graduate Studies Office, students will be notified in writing regarding their eligibility.
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GRADUATION CHECKLIST
_______
Obtain a Graduation Application – Doctoral Degree (Appendix #9) at the Office of the
Graduate College or download a copy.
_______
Submit a completed Graduation Application to the Office of Graduate Studies, along with
the $25 fee. (Note: Application must be submitted at the beginning of the semester in which
graduation is expected.)
_______
A letter from the Registrar’s Office will be mailed to the student regarding their
Commencement participation.
_______
All Commencement participants are required to purchase or rent the proper regalia from the
Bookstore. For more information, contact the Bookstore.
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PROCEDURES CHECKLIST FOR ON-CAMPUS AUTOMATED SERVICES
OBTAINING A UTRGV GRADUATE STUDENT ID
_______
Visit the Library at the University Boulevard.
_______
Present the statement of charges for the current semester at the circulation desk.
_______
A $10.00 fee applies to replace lost or damaged ID’s. There is no charge to obtain an
ID the first time.
WEBMAIL SERVICES
_______
Complete an online Student E-Pass (E-mail) Request Form at
http://ir.utb.edu/Agree.asp.
_______
Notification of account creation received 24-48 hours after submission of request form.
TELEPHONE REGISTRATION
_______
Contact Graduate College for assistance
ONLINE ACCESS
_______
Access The University of Texas Rio Grande Valley webpage at www.utrgv.edu/grad.
_______
Select UTRGV Online, located at the bottom of the screen.
_______
Select “Students.”
_______
Select “Sign up for UTRGV Online.”
_______
Submit an application for access to UTRGV (will be added at later time)
_______
Notification of access approval request received by mail 3-4 days after submission.
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PROGRAM OF STUDY (POS) CHECKLIST
_______
Obtain a copy of the Program of Study directly from the Director of the EDD C&I Program
or request a copy at [email protected]
_______
Make an appointment with the Doctoral Program Director or your Advisor to assist in
developing the official Program of Study.
______
Obtain approval from Program Director who will forward it to the Office of the Graduate
College for final approval.
______
Once approved by the Dean, a copy of the Program of Study will be mailed to you and the
Program Director.
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CHECKLISTS FOR REGISTRAR’S OFFICE PROCEDURES
The following checklist pertains to requirements and procedures processed directly through the
Registrar’s Office.
GRADE CHANGES
_______
Contact the Instructor of Record (IOR).
_______
If applicable, the Instructor of Record (IOR) initiates a grade change form through the
Program Director or Dean of Graduate College.
_______
Instructor of Record (IOR) submits a grade change form to the Director’s Office for
approval.
_______
The form, with proper signatures, will be forwarded to the Registrar’s Office to be
processed.
_______
Transcript reflects grade change.
ADD/DROP CLASSES
Contact the Office of EDD C&I Director for information:
One West University Boulevard, Brownsville, TX 78520
Phone: (956) 882-5769 or [email protected]
You will be advised on actions to take.
Before Official Record Date
_______ Call (956) 882-5800 or 1-888-882-4026; log on to UTRGV Online at www.utb.edu; or
call the Office of Graduate College.
_______ Pick up a new Statement of Charges at the Business Office, located in Main.
After Official Record Date
_______ Visit the Office of the Registrar, located in Main 1.100.
_______ Obtain and Complete an ADD/DROP Form.
_______ Review “Dropping a Course” at http://blue.utb.edu/registrars/Dropping.htm for refund
policies and procedures (will be changed after new ToO is published)
_______ Pick up a new Statement of Charges at the Business Office.
Revised April 2015
Page 59
www.utrgv.edu/grad
COURSE SUBSTITUTION
_______
Pick up a course substitution form at the Registrar’s Office Main,
One West University Blvd., Brownsville, Texas 78520
_______ Complete form, listing course taken and course to be substituted.
_______ Submit form for signature to the EDD C&I Program Director (and Dean of the Graduate
College.
_______ Return Course Substitution Form to the Graduate College, or to the Office of the
Program Director in Main 1.314
TRANSCRIPT REQUEST
Official Transcripts
_______ Official transcripts may be requested at the Registrar’s Office, located in Main 1.100.
(Note: A picture ID will be required at the time of the request.)
_______ There is a $5.00 transcript fee.
Unofficial Transcripts
_______ Unofficial transcripts may be requested at the Registrar’s Office, located in Main 1.100.
(Note: A picture ID will be required at the time of the request.)
_______ A copy of the unofficial transcript will be provided to the student. (Note: Unofficial
transcripts do not include logo, signature, or college seals.)
PROCEDURES CHECKLIST FOR OBTAINING FINANCIAL ASSISTANCE
_______
Complete a Free Application for Federal Student Aid (FAFSA) by April 1st to determine
eligibility.
_______
The UTRGV Financial Aid Office will notify student of eligibility and awards.
_______
Mexican Citizens ONLY may submit application for subsidy to the Financial Aid Office
located in the Main 1.100,
One West University Blvd., Brownsville, Texas 78520.
_______
For further information on financial aid availability, visit The Financial Aid website at
http://blue.utb.edu/fa
Revised April 2015
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CHECKLIST FOR IMMEDIATE “ON-CAMPUS-SERVICES”
PARKING PERMIT
_______
The cost of the year around parking permit will remain at $60.
_______
Present Statement of Charges to Campus Police at Main to pick up Parking Permit. Students
also have the option of purchasing the Parking Permit.
PRINT/COPY CARD
_______
Visit the Reference and Information Center (RIC) in the first floor of the Library computer lab to
purchase a print/copy card. The cost of the card is $1.00, and you must add additional funds for
copies. The card may be used in the following locations: Library Computer Lab, Reference Lab,
Open Computer Lab, Learning Assistance Center Lab, Library Copy Room and Serials
Department (Microfilm/Microfiche). Print copies are $0.05, photocopies are $0.10, and
microfiche/ microfilm copies are $0.25.
Revised April 2015
Page 61
APPENDIX #1:
FIVE YEAR PROJECTIONS OF COURSE OFFERINGS
www.utrgv.edu/grad
Sample of a five year schedule for offering required courses and prescribed elective courses are listed below:
Five-Year Course Sequence (“Tentative”)-------------2013-2014
Fall
2013
EDFR 8300
Advanced
Research
Methods in
Education
EDCI 8323
Advanced
Models of
Teaching
EDFR 8302
Quantitative
Research
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#2
EDCI Elective
#2
EDCI 8326
Teacher
Leadership in
Education
EDCI8391.61, 62,
63
Dissertation II/1
Committee
Chairs
2014-2015
Spring
2014
EDFR 8301
Qualitative
Research
EDCI 8324
Literacy across
the Curriculum
Summer
2014
EDCI 8320
Advanced Curr.:
Instructional
Design &
Developm.
EDCI Elective
#1
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#1
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#3
EDCI 8322
Sociological
Applicatio for
Education
EDCI 8321
Adult Learnining
Strategies
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#5
Specialization
(BILC, ECED,
EDTC, HIED),
EDLR)
Elective
EDCI 8325
Mentoring,
Induction, &
Professional
Development
Fall
2014
EDFR 8300
Advanced
Research
Methods in
Education
EDCI 8323
Advanced
Models of
Teaching
Revised April 2015
Spring
2015
EDFR 8301
Qualitative
Research
EDCI 8324
Literacy across
the Curriculum
Summer
2015
EDCI 8320
Advanced Curr.:
Instructional
Design &
Developm.
EDCI Elective
#1
Specialization
(BILC, EDTC,
HIED, EDLR)
#1
EDCI 8321
Adult Learnining
Strategies
Fall
2015
EDFR 8300
Advanced
Research
Methods in
Education
EDCI 8323
Advanced
Models of
Teaching
2016 -2017
Spring
2016
EDFR 8301
Qualitative
Research
EDCI 8324
Literacy across
the Curriculum
Summer
2016
EDCI 8320
Advanced Curr.:
Instructional
Design &
Developm.
EDCI Elective
#1
Specialization
(BILC, EDTC,
HIED, EDLR)
#1
EDCI 8321
Adult Learnining
Strategies
Fall
2016
EDLR 8300
Advanced
Research
Methods in
Education
EDCI 8323
Advanced
Models of
Teaching
2017-2018
Spring
2017
EDLR 8301
Qualitative
Research
EDCI 8324
Literacy across
the Curriculum
Summer
2017
EDCI 8320
Advanced Curr.:
Instructional
Design &
Developm.
EDCI Elective
#1
Specialization
(BILC, EDTC,
HIED, EDLR)
#1
EDCI 8321
Adult Learnining
Strategies
Fall
2017
EDFR 8300
Advanced
Research
Methods in
Education
EDCI 8323
Advanced
Models of
Teaching
Spring 2018
EDFR 8301
Qualitative
Research
EDCI 8324
Literacy across
the Curriculum
Summer 2018
EDCI 8320
Advanced Curr.:
Instructional
Design &
Developm.
EDCI Elective
#1
Specialization
(BILC, EDTC,
HIED, EDLR)
#1
EDCI 8321
Adult Learnining
Strategies
EDFR Research
Elective (8303,
8304, 8305,
8306)
EDFR 8302
Quantitative
Research
Specialization
(BILC, EDTC,
HIED, EDLR)
#3
EDFR Research
Elective (8303,
8304, 8305,
8306)
EDFR 8302
Quantitative
Research
Specialization
(BILC, EDTC,
HIED, EDLR)
#3
EDFR Research
Elective (8303,
8304, 8305,
8306)
EDLR 8302
Quantitative
Research
Specialization
(BILC, EDTC,
HIED, EDLR)
#3
EDCI Research
Elective (8303,
8304, 8305,
8306)
EDLR 8302
Quantitative
Research
Specialization
(BILC, EDTC,
HIED, EDLR)
#3
EDFR Research
Elective (8303,
8304, 8305,
8306)
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#4
Specialization
(BILC, ECED,
EDTC, HIED,
EDLR)
#2
EDCI 8322
Sociological
Applicatio for
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
#4
Specialization
(BILC, EDTC,
HIED, EDLR)
#2
EDCI 8322
Sociological
Applicatio for
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
#4
Specialization
(BILC, EDTC,
HIED, EDLR)
#2
EDCI 8322
Sociological
Applicatio for
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
#4
Specialization
(BILC, EDTC,
HIED, EDLR)
#2
EDCI 8322
Sociological
Applicatio for
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
#4
EDCI 8380
Dissertation I
Committee
Chairs
(Long Summer)
EDCI Elective
#2
Specialization
(BILC, EDTC,
HIED, EDLR)
#5
EDCI 8380
Dissertation I
Committee
Chairs
(Long Summer)
EDCI Elective
#2
Specialization
(BILC, EDTC,
HIED, EDLR)
#5
EDCI 8380
Dissertation I
Committee
Chairs
(Long Summer )
EDCI Elective
#2
Specialization
(BILC, EDTC,
HIED, EDLR)
#5
EDCI 8380
Dissertation I
Committee
Chairs
(Long Summer)
EDCI Elective
#2
Specialization
(BILC, EDTC,
HIED, EDLR)
#5
EDCI 8380
Dissertation I
Committee
Chairs
(Long Summer )
EDCI 8326
Teacher
Leadership in
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
Elective
EDCI 8326
Teacher
Leadership in
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
Elective
EDCI 8326
Teacher
Leadership in
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
Elective
EDCI 8326
Teacher
Leadership in
Education
Specialization
(BILC, EDTC,
HIED, EDLR)
Elective
EDCI8391.61,
62, 63
Dissertation II/1
Committee
Chairs
EDCI 8325
Mentoring,
Induction, &
Professional
Development
EDCI8391.61,
62, 63
Dissertation
II/1
Committee
Chairs
EDCI 8325
Mentoring,
Induction, &
Professional
Development
EDCI8391.61,
62, 63
Dissertation
II/1
Committee
Chairs
EDCI 8325
Mentoring,
Induction, &
Professional
Development
EDCI8391.61,
62, 63
Dissertation II/1
Committee
Chairs
EDCI 8325
Mentoring,
Induction, &
Professional
Development
EDCI 8392.61,
62, 63
Dissertation II/2
Committee
Chairs
Key:
2015-2016
EDCI 8392.61,
62, 63
Dissertation II/2
Committee
Chairs
Cohort Four
Cohort Five
Cohort Six
Cohort Seven
Cohort Eight
Cohort Nine
Cohort Ten
Cohort Eleven
(2010)
(2011)
(2012)
(2013)
(2014)
(2015)
(2016)
(2017)
EDCI 8392.61,
62, 63
Dissertation II/2
Committee
Chairs
EDCI 8392.61,
62, 63
Dissertation II/2
Committee
Chairs
EDCI 8392.61,
62, 63
Dissertation II/2
Committee
Chairs
Page 62
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Appendix #2
UTRGV - EDD-C&I (General Schedule for a Cohort)
Year 1
Year 2
Fall yr1
EDFR 8300
Advanced
Research
Methods in
Education
Spring yr1
EDFR 8301
Qualitative
Research
Summer yr1
EDCI 8320
Advanced
Curr.:
Instructional
Design &
Developm.
Fall yr2
EDFR 8302
Quantitative
Research
EDCI 8323
Advanced
Models of
Teaching
EDCI 8324
Literacy
across the
Curriculum
EDCI
Elective
#1
Specialization
Specialization
EDCI 8321
Adult
Learning
Strategies
(BILC, ECED,
EDTC, HIED,
EDCI, RLIT)
#1
(BILC, ECED,
EDTC, HIED,
EDCI, RLIT)
#2
Spring yr2
Specialization
(BILC, ECED,
EDTC, HIED,
EDCI,EDLI)
#3
EDFR 8322
Advanced
Historical &
Sociocultura
l Inquiry in
Education
Year 3
Year 4
Summer yr2
EDFR
Research
Elective
(7302, 7303,
7304, 7305)
Fall yr3
EDCI
Elective
#2
Spring yr3
Specialization
(BILC, ECED, EDTC,
HIED, EDCI,EDLI)
#5
Specialization
EPSY 8318
Advanced
Human
Developme
nt &
Cognition
Specialization BILC,
ECED, EDTC, HIED,
EDCI, RLIT Elective
(BILC, ECED,
EDTC, HIED,
EDCI,EDLI)
#4
Summer
yr3
EDCI 8380
Dissertatio
nI
Committee
Chairs
(Long
Summer)
EDCI 8325
Mentoring,
Induction, &
Professional
Development
Comprehensive
Examinations
Specializations:
BILC Bilingual Studies
ECED Early Childhood Education
EDTC Educational Technology
HIED Higher Education Teaching
EDCI Science Education
EDCI Math Education
RLIT Literacy
Revised April 2015
Page 63
Fall yr4
EDCI 8391
Spring yr4
EDCI 8391
Dissertation
II
Dissertation III
Committee
Chairs
Committee
Chairs
Summer
yr4
www.utrgv.edu/grad
APPENDIX #3
page 1
The University of Texas Rio Grande Valley
Doctoral Program of Study (POS Form) - Generic
Instructions: This Program of Study must be prepared in consultation with the doctoral advisor. It must reflect the degree
requirements listed in the Graduate Catalog. Any changes to the degree requirements as shown on the POS must have written
approval and justification of the graduate advisor and the Program Director prior to submission to the Office of Graduate
Studies. Information given must be complete.
The POS must be typed.
Name:
Address:
Home Phone:
Degree Program:
Student ID#
Cell Phone:
Doctor of Education in Curriculum and Instruction (EDD C&I)
Specialization:
Email:
1.Courses that have been or will be completed at UTB or UTRGV.
Course Prefix &
Number
EDLR 8300
EDLR 8301
EDLR 8302
one EDLR __
EDCI 8320
EDCI 8321
EDFR 8322
EDCI 8323
EDCI 8324
EDCI 8325
EPSY 8318
EDCI 8380
EDCI 8390
EDCI 8391
EDCI ____
EDCI ____
EDCI or other
Course Name
Semester/Year
Advanced Research Methods in Education
Qualitative Research
Quantitative Research
Research Elective: 8303, 8304, 8305, 8306, 8307
Fall/Year 1
Spring/Year 1
Fall/Year 2
Advanced Curr.: Instructional Design and Development
Long Summer /Year 1
Long Summer /Year 1
Long Summer /Year 2
Adult Learning Strategies
Advanced Sociological Applications for Education
Advanced Models of Teaching
Literacy Across the Curriculum
Mentoring, Induction, and Professional Development
Advanced App. Of Human Development & Cognition
*Specialization #1
*Specialization #2
*Specialization #3
*Specialization #4
*Specialization #5
Dissertation #I
Dissertation #II/1
Dissertation #II/2
Elective #1
Elective #2
* Elective #3
Long Summer/ Year 2
Fall/Year 1
Spring/Year 1
Spring/Year 2
Fall/Year 3
Spring/Year 1
Fall/Year 2
Spring/Year 2
Long Summer /Year 2
Spring/Year 3
Long Summer/Yr 3
Fall/Year 4
Spring/Year 4
Long Summer /Year 1
Fall/Year 3
Spring/Year 3
*BILC, EDTC, HIED, EDLR, ECED (refer to pages
17 & 20 for Specialization Courses)
Office of Director EDD C&I Programs,
College of Education
Main 1.314 , One West University Blvd
Brownsville, TX 78520
(956) 882-5769, [email protected]
Office of Graduate Studies
University Boulevard Classroom Building 1.202
1 Main, Brownsville, TX 78520
(956) 882-6552, [email protected]
Revised April 2015
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page 2
2. Transfer courses.
If applicable, list the courses you are requesting to transfer (attach transcript). Transfer
course must meet guidelines set forth in the Graduate Catalog.
Transfer Course
Institution
UTRGV Equivalent
Course
Year Taken
Students must complete all doctoral work for a degree within ten years of the time of their first
doctoral course registration. Graduate courses more than ten years old will not be accepted
for credit toward a degree program.
3. Signatures and Approvals:
Doctoral Student Signature:
Date:
Faculty Advisor Approval:
Date:
Director Doctoral Studies Approval:
Date:
Graduate Office Approval:
Date:
cc:
Doctoral Student
Director of EDD C&I Programs, College of Education
Office of Graduate Studies retains original
Office of Director EDD C&I Programs,
College of Education
Main 1.314 , One West University Blvd
Brownsville, TX 78520
(956) 882-5769, [email protected]
Revised April 2015
Office of Graduate Studies
University Boulevard Classroom Building
Main 1.314
Brownsville, TX 78520
(956) 882-6552, [email protected]
Page 65
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APPENDIX #4a
The University of Texas Rio Grande Valley
PETITION
TO CHANGE THE SPECIALIZATION
I.D.# ____________________
Cohort: ______________
Student Name_______________________________________________________________
Last
First
Middle Initial
Address ____________________________________________________________________
No/Street
City State
Zip
Telephone #s _______________/__________________ e-mail _______________________
Specialization (current) BILC ___
(requested)
ECED ___
EDTC ___
HIED ___
RLIT ___
EDCI (Math)____
EDCI (Science)____
BILC ___
ECED ___
EDTC ___
HIED ___
RLIT ___
EDCI (Math)___
EDCI (Science)____
Graduate SCH completed_________
I am aware and assume responsibility that a personally initiated change in the POS, i.e.
reduced course load, or a change of my Specialization
1. will extend the duration of the EDD C&I Program beyond the initially planned time,
2. might not allow me to follow required sequences of courses
3. might lead to waiting periods of longer than a year before courses are offered again
that were scheduled for my Cohort
4. might cause the change of my advisor and/or mentor and the dissertation committee
Please attach a revised Program of Study (POS) to this petition.
Student:______________________________________________ __________________
Signature
Date
Specialization Coordinator (current):_______________/_____ (new)_______________/_______
Signature
Date
Signature
Date
Approval:
EDD C&I C&I Program Director: ________________________ ______________________
Signature
Date
Please return the completed:
Petition to Main 2.306 Phone (956) 882-8979 – FAX (956) 882-8929
[email protected]
Revised April 2015
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APPENDIX #4b
The University of Texas Rio Grande Valley
(
(
(
)
)
)
PETITION*
1. CHANGING THE COURSE SEQUENCE OF THE PROGRAM OF STUDY (POS)
2. REDUCTION OF ATTENDANCE OF SCHEDULED COURSES
3. STOP-OUT FOR ONE YEAR AND/OR LEAVE OF ABSENCE
I.D.# ____________________ Cohort: ______________
Student Name_______________________________________________________________
Last
First
Middle Initial
Address ____________________________________________________________________
No/Street
City State
Zip
Telephone ___________________________ e-mail _________________________________
Specialization _________________________ Graduate Hours Completed _______________
Explanation of Change:________________________________________________________
___________________________________________________________________________
I am aware and assume responsibility that a personally initiated change in the POS, i.e.
reduced course load
1. will extend the duration of the EDD C&I Program with my selected Specialization
beyond the initially planned time,
2. might not allow me to follow required sequences of courses
3. might lead to waiting periods of longer than a year before courses are offered again
that were scheduled for my Cohort
4. might cause the change of my advisor and/or mentor and the dissertation committee
Please attach a revised Program of Study (POS) to this petition (will be provided by the
Program Director).
Student ______________________________________________ __________________
Signature
Date
Specialization Coordinator: ______________________________ ____________________
Signature
Date
Approval
EDD C&I C&I Program Director: _________________________ ____________________
Signature
Date
Please return the completed: Petition to Main 2.306
Phone (956) 882-7421 – FAX (956) 882-8929 [email protected]
*Mark the applicable action
Revised April 2015
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www.utrgv.edu/grad
Appendix #4c
The University of Texas Rio Grande Valley
NOTIFICATION:
DROP-OUT OF THE EDD C&I C&I PROGRAM
Student Name_______________________________________________________________
Last
First
Middle Initial
I.D.# ____________________ Cohort: ______________
Address ____________________________________________________________________
No/Street
City State
Zip
Telephone ___________________________ e-mail _________________________________
Specialization _________________________ Graduate Hours Completed _______________
Reason for Dropping the Program:_______________________________________________
___________________________________________________________________________
Effective Date for Dropping the Program: ______________________________
I am aware that I will have to re-apply if I intend to return to the program
Student ______________________________________________ __________________
Signature
Date
Specialization Coordinator: ______________________________ ____________________
Signature
Date
EDD C&I Program Director: _____________________________ ____________________
Signature
Date
Please return the completed:
Form to Main 2.306
Phone (956) 882-7421 – FAX (956) 882-8929 [email protected]
Revised April 2015
Page 68
www.utrgv.edu/grad
APPENDIX #5
Doctoral Dissertation Committee Form
This completed form is submitted by the student to the Director of Doctoral Programs in the College of Education to
initiate the appointment (or Change) of a Doctoral Dissertation Committee.
______________________________________________________________________________________________________
Name (Last)
(First)
(Middle)
Student
Number
_________________________________________________________________________________
Office Phone Number
Home Phone Number
Cell Phone
Email
_________________________________________________________________________________
Degree:
Specialization:
Doctor of Education in Curriculum and Instruction
Educational Technology
Science Education
Higher Education Teaching
Bilingual Studies
Literacy
Early Childhood
Math Education
_________________________________________________________________________________
Each member of the Dissertation Committee will certify that the work is of acceptable scope and quality by signing the final copies
of the dissertation, which is then submitted to the Director of Graduate Programs in the College of Education.
Committee
Chair _____________________________________________________________________________________
Printed Name
Department
______________________________________________________________________________________________________
Signature
Title
Date
Co-Chair
(if required)_________________________________________________________________________________
Printed Name
Department
______________________________________________________________________________________________________
Signature
Title
Date
Committee
Member___________________________________________________________________________________
Printed Name
Department
______________________________________________________________________________________________________
Signature
Title
Date
Committee
Member ___________________________________________________________________________________
Printed Name
Department
______________________________________________________________________________________________________
Signature
Title
Date
Outside
Member_______________________________________________________________________________________________
(optional)
Printed Name
Affiliation
______________________________________________________________________________________________________
Signature
Title
Date
Approval by Director of EDD C&I Program and Chairperson TLI Department, College of Education
Dr. Peter Gawenda:____________________ Date:_________ (name to be added):_______________________Date:_________
Revised April 2015
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APPENDIX #7
The University of Texas Rio Grande Valley
APPLICATION FOR THE DEFENSE OF: ____DISSERTATION PROPOSAL *
____DISSERTATION **
I.D.# ____________________
Student Name_______________________________________________________________
Last
First
Initial
Address ____________________________________________________________________
No/Street
City State
Zip
Telephone(s) _____________________/__________________
Specialization ____________________________ Date of Candidacy __________________
Graduate Hours Completed ___________________ in Progress ______________________
Proposed Date of Defense _____________________________________________________
Proposed Date of Graduation ___________________________________________________
Dissertation Committee Chairperson __________________________ __________________
Signature
Date
Student __________________________________________________________________
Signature
Date
Please return the completed:
*Dissertation Proposal Defense Application Form to Office of Director C&I Program, Main 2.306
Phone (956) 882-8979 – FAX (956) 882-8929 [email protected]
**Dissertation Defense Application Form to Graduate College
(to be completed after ToO is established)
*/**Indicate the applicable Application
Revised April 2015
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APPENDIX #8
The University of Texas Rio Grande Valley
* APPROVAL: DISSERTATION PROPOSAL _____
* APPROVAL: DISSERTATION ______
________________________________________________________________________
TITLE OF THE RESEARCH PROJECT
A RESEARCH PROPOSAL
PRESENTED TO THE
GRADUATE FACULTY OF THE
COLLEGE OF EDUCATION
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FORM THE DEGREE
(DOCTOR IN EDUCATION, CURRICULUM & INSTRUCTION)
BY
____________________________________________________________________________________________________________
NAME OF STUDENT
DATE
APPROVED BY THE DISSERTATION COMMITTEE:
________________________________________ ___________
________________________________________ ___________
________________________________________ ___________
________________________________________ ___________
APPROVED BY THE GRADUATE OFFICE:
________________________________________ ___________
DEAN OF GRADUATE STUDIES
*Mark the applicable action
A COPY OF THE DISSERTATION PROPOSAL OR DISSERTATION MUST BE ATTACHED TO THIS APPROVAL
SHEET AND FILED IN THE GRADUATE STUDIES OFFICE.
Revised April 2015
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Due to the highly-specialized objective of the doctoral program and the
qualifications of the students, field and clinical experiences, student teaching or
internships are not required for the five Specializations of the EDD C&I program. The
doctoral students are professionals in their respective fields and have degrees in that field
which did require field and clinical experiences. The objective of the Doctor in Education
Curriculum and Instruction program is to advance highly skilled educational
professionals beyond the master’s level programs that will assume roles and positions in
new models of teaching, creative research, highest levels of educational leadership and
service and aggressively impact human development. The faculty in each of the
specializations described below provide, in each course, the experience required of the
students in the specialization.
Bilingual Studies
The Specialization in Bilingual Studies prepares highly qualified educators with the
knowledge and skills needed to provide leadership in the area of bilingual and ESL education.
The strength of the program is the highly dedicated faculty who are involved in the on-going
development and implementation of the program, evidenced by increasing numbers of faculty
participating in discussions about student progress, advising, scheduling, and development of
specializations.
Educational Technology
The Specialization in Educational Technology with a focus on e-Learning will further
enhance candidates' career opportunities in the PK-16 arena by enabling them to design,
develop, and teach courses through Web-based instruction (e-learning). The Educational
Technology courses are offered 100% online. This program allows students to acquire
knowledge and skills in the areas of instructional systems design, learning and instructional
theories, and development of Web-based and interactive multimedia learning environments
using various state-of-art technology-based systems.
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Higher Education Teaching
This specialization is designed for scholar-practitioners. Graduates will possess the
skills, knowledge, and attitudes necessary for investigating, understanding, and shaping
dynamic relations among students, institutions of higher education, and society. Graduates
pursue careers in public education (such as dual enrollment teaching), community colleges,
four-year colleges, universities, corporate-sponsored education, and research centers. Students
coming to this program have diverse backgrounds. Graduates can anticipate positions as
faculty, instructional designers, evaluators, trainers, and managers of instructional systems in
public schools, business, government, higher education, military, and other settings. The
curriculum includes the development of sophisticated management skills and intelligent,
informed leadership. The over-all objective of the Specializations of the Doctor in Education
Curriculum Instruction is to prepare, train and educate students to become exceptional leaders
in administrative and academic positions of public and private school systems, colleges and
universities, and become scholars who will achieve greater understanding of higher education.
At the same time they can pass on knowledge of the past, have the ability to inquire and
prepare students to work with a technology friendly and change oriented higher education
environment in the future.
Students in the different specializations receive a thorough foundation in the functioning of
Curriculum and Instruction of colleges and universities and in the skills of administration,
decision-making and leadership. They develop an understanding of the particular role of
colleges and universities in society as both distributors and creators of knowledge, the
historical context from which those institutions have emerged, and the ethical considerations
that must surround and guide the enterprise. Finally, the program prepares doctoral students to
be consumers and producers of higher education research and scholarship, effective
communicators, reflective professionals and socializes students towards possible careers in
academia.
Early Childhood
The Early Childhood Specialization is designed to create highly skilled professionals
who meet the educational needs of researchers and teacher educators in an intercultural world.
The students will improve their investigative and instructional skills in early childhood
education settings striving for cutting edge research that is responsive to diverse community
and regional needs. Courses, field experiences, and research studies are complemented with
progressively more involved curricula encompassing young children in group settings within
public and private settings. Such training is the best possible preparation for careers in higher
education, in schools as educational leaders and in child-related agencies such as mental health
agencies, hospitals, and related fields.
Literacy
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The Specialization in Literacy prepares highly qualified educators with the knowledge
and skills to provide leadership, research, and instruction in reading and 21st century literacies.
The purpose is to augment candidates’ professional knowledge and skills in literacy-related
theories, models, research, historical trends, transnational and border issues, policy, leadership,
community and family literacy, digital literacies, and critical literacies.
Science Education
The Specialization in Science Education provides master teachers with a strong
foundation in curriculum leadership and scholarship to strengthen science education reform
and innovation in K-12 settings. Graduates from this degree will be able to investigate,
develop, and implement rigorous and relevant science programs that meet the changing
landscape of curriculum reform. Furthermore, the specialization emphasizes studies that
explore access for a diverse student population that must be ready to enter a scientifically and
technologically literate world.
Mathematics Education
The Ed.D. Mathematics specialization is designed so that graduates receive a
foundation in research and best teaching practices in mathematics education through a
research-based degree program that emphasizes mathematics learning with understanding and
how to advance mathematics performance for all students. The program includes
mathematics education theory, involvement with research, and writing and presenting.
Graduates would be able to obtain faculty positions in mathematics education at colleges and
universities, or leadership positions in school districts as curriculum specialists.
Summary
Programs leading to this degree emphasize preparation for a research career in which
the graduate will add to the core of knowledge that is the basis for informed practice. The
curriculum is oriented toward the development of theory and research skills in a variety of
methodologies and includes a strong secondary emphasis in an interrelated field of study.
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Appendix #11
THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY
MILESTONES AGREEMENT FORM - EDD C&I PROGRAM
STUDENT: ______________________
COHORT # ____
DATE:____________
This form is provided for the purpose of informing students about the academic
milestones that they will be expected to reach in order to earn their EDD C&I degree as well
as when they are expected to complete these milestones. Students are expected to reach
each milestone within the specified time period in order to make satisfactory progress
through the program. Students who are not making satisfactory progress may lose funding
(if their status is Research Assistant), be placed on academic probation, or be dismissed
from the program.
Academic Advising
Upon entering the EDD C&I program, all students are assigned an advisor. The advisor is a
member of the program department (i.e. the specialization area that the student is applying for).
The Advisor will agree to work with the student.
At this time the student is also notified if leveling courses are required. Upon acceptance
the students become members of the Doctor of Education (EDD C&I) Cohort.
Academic advising includes the following elements that are designed to ensure that
students remain in good academic standing and make satisfactory progress through the
program. Advisors are responsible for the following:
•
Ensuring that semi-annual reviews between student and advisor occur. The results
of this review will be included in the program’s annual doctoral progress report.
•
Providing suggestions on course selection according to the Program of Study (POS).
•
Reviewing the student’s most recent Program of Study or Transcript to determine if
the student is making progress consistent with the expectations of the program and
reaching milestones according to the timeline provided on this form; working with the
Specialization Coordinator and Advisor to determine if modifications are necessary
•
Clarifying the timetable for completing any remaining course requirements,
examinations, and other requirements
•
Providing the student with assistance in understanding the requirements for
successful completion of the dissertation
•
Providing the student with assistance in assembling a dissertation committee
•
Providing the student with experiences and information that will optimize the
student’s career opportunities and success
Requirements for Students in the EDD C&I Program
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Expected Time of Achievement
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Milestone
Review of student’s progress with Advisor, Specialization
(Review Bi-annually)
Coordinator Committee, or Program Director
Successful completion of oral and/or written qualifying exam
Coursework successfully completed
Dissertation Committee appointed and approved
Research protocols and/or IRB approval (as applicable)
Dissertation proposal completed and approved
Student admitted to doctoral candidacy
Student completes/ files all paperwork required for graduation
Dissertation completed, successfully defended, and approved
by Dissertation Committee
5th semester ________
5th semester ________
4th/5th semester _____
5th semester ________
7th semester ________
7th Semester ________
8th Semester ________
9th Semester ________
Dissertation accepted by Office of Graduate Studies
9th Semester ________
Exit interview completed and submitted to SED
9th Semester ________
Program-specific requirements:
Degree Completion Checklist (POS) for Students
• Maintain active student status by registering for courses every semester (including summer
semesters according to the approved POS)
• Complete Milestones Agreement Form with your advisor no later than the last class day of
the Spring semester
• Complete all required organized coursework
• Schedule and successfully complete required Comprehensive Examinations
• Form your dissertation committee in consultation with your advisor and dissertation Chair
• Have your committee approved by your Specialization Coordinator, Program Director and
Department Chair
• Prepare and successfully present your dissertation proposal
• Apply for Advancement to Candidacy
• Enroll in required dissertation hours and complete your dissertation
• Successfully complete your defense of your dissertation
• Submit required documentation to the Office of Graduate Studies for completion and
graduation
I have read this form and have had the opportunity to discuss the information contained in it
with my advisor. I understand the academic milestones that I am expected to reach in order
to successfully complete the EDD C&I program, as well as the expected timeline for
completing these milestones.
______________________________________ ___________________
Student’s Signature
Date
______________________________________ ___________________
Advisor’s Signature
Date
APPENDIX #12
THE IRB-HUMAN SUBJECTS
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What it is and how it works
Mission
To determine and certify that all human subjects research projects (regardless of funding) conform to the
regulations and policies regarding the health, welfare, safety, rights, and privileges of human subjects set
forth by the Department of Health and Human Services (DHHS) 45 CFR 46
These goals include ensuring that each research participant is informed of their rights and are able to
give informed consent. Researchers (faculty, staff and students) must assure through verified training
that the welfare of their research participants is of paramount importance.
The IRB seeks to assist investigators develop and implement practical strategies and solutions that
uphold the protection of research subjects rights and welfare.
UTRGV Assurance Agreement
UT Brownsville’s Federal Wide Assurance # FWA00004472 and IRB Assurance # IRB00003261
with OHRP specifies that the University will follow and comply with regulatory requirements 45
CFR 46 for all funded and non-funded research.
UTRGV Intuitional Review Board (IRB)
Representatives from diverse academic and scientific disciplines, as well as members from outside the
academic community compose the IRB. The IRB membership reflects expertise in both science and
non-science fields. Members of the IRB generally will have had experience in research involving
human subjects. The community members will be knowledgeable about the local community and
willing to discuss issues and research from that perspective. At times, the IRB may not have the
necessary expertise to judge the scientific soundness of a research protocol and may be unable to make
a fair and accurate determination of the risk-benefit ratio. For these protocols, the IRB may call upon ad
hoc consultants for assistance in review for scientific merit.
Federal regulations and the university’s “Assurance” agreement require that the IRB have at least
five regular voting members, including the Chair. At least one member on the IRB must have
primarily scientific concerns, one must have primarily nonscientific concerns, and one must be
unaffiliated with the University ("community or lay member").
Review Principles
The IRB approves projects depending on the level of risk to persons who are the subjects or participate
in the research project.
Proposed research projects are reviewed according to three principles:
1. Minimize the risk (physical, social and/or psychological) to human subjects (beneficence);
2. Ensure all subjects consent and are fully informed about the research and any risks (autonomy);
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3. Promote equity in human subject research (justice).
Institutional Review Board Process
The University’s process for protecting human research subjects reflects federal regulations
developed in response to such cases as the Public Health Service syphilis study and the U.S.
government radiation experiments. The Department of Health & Human Services (DHHS)
Office for Human Research Protections (OHRP) oversees the operation of the IRB.
APPLICATION All investigators who plan to use humans as subjects in research must submit an
IRB Protocol Review Application to the IRB for review and approval, before the research is initiated.
DEPARTMENTAL APPROVAL Signature of the department head or Chair / Dean indicates that
the protocol has been reviewed for compliance with University policy, ethical issues, and scientific or
educational merit, prior to submitting the protocol to the IRB for formal review. Student projects must
also be approved/signed by the supervising professor (faculty advisor)
IRB APPROVAL Protocol applications are designated as Approved, Approved Pending, Deferred, or
Disapproved. The IRB has the authority to disapprove a protocol when the benefit / risk ratio outweighs
the scientific merit of the study per 45 CFR 46.
CONTINUING REVIEW Projects are usually approved for 1 - 2 years followed by annual
“continuing” review. At the end of the initial approval period initiate a Continuation Report and submit
to the IRB for review and approval. Projects which are assessed as high risk to human subjects may be
given a shorter approval period and be reviewed more frequently.
PROJECT COMPLETION On completion of the approved study, notify the IRB by submission of
a Project Completion Report.
CLASS PROJECTS Faculty who plan classroom assignments/projects which use common research
techniques (interviews, surveys, etc) complete a Class Projects Form to the IRB at the beginning of
each semester for approval, prior to assigning the classroom projects.
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APPENDIX #13
INTERNATIONAL STUDENTS
Students from other countries are valued members of our university community.
They bring knowledge and experience from other cultures that greatly enrich graduate
studies at UTRGV. In many cases, moving to another country to attend graduate school is
very expensive and requires great personal and family commitment. It is important that
international students enter doctoral studies at UTRGV with a clear understanding of
their obligations and responsibilities and of the university’s commitment to them.
International Students must comply with the application process listed on pages 2
and 3. In addition there are the following requirements:
1.
TOEFL or IELTS Language Proficiency Test with minimum scores:
550 on paper-based, 213 on computer based, or 79 on internet-based for the
TOEFL; 6.5 for the IELTS.
Additional information:
Students whose native language is not English must complete and have submitted
the scores of the Test of English as a Foreign Language (TOEFL).
TOEFL exempt countries
American Samoa
Australia
Bahamas
Barbados
Belize
Canada (except Quebec)
Dominica
Grenada
Grand Cayman
Guyana
Ireland
Jamaica
Liberia
New Zealand
Sierra Leone
Trinidad/Tobago
United Kingdom
U.S.Pacific Trust
United States (other than Puerto Rico)
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Other Exemptions:
Students who have recently and successfully completed at least 30 hours of
university level academic studies in one of the countries listed.
Lifetime residents of Australia, Canada (other than Quebec), New Zealand,
United Kingdom, or the United States (other than Puerto Rico). Students who have
completed the Advanced Level of the Intensive Program from the English Language
Institute (ELI) at UTRGV may submit the completion certificate with the application.
Important Information
Only test scores that are received directly from Educational Testing Services (ETS)
or from the UTRGV Testing Center are acceptable for admission purposes. Since it
normally takes 8-10 weeks for test results to arrive at UTRGV from the ETS, you
should plan to take the tests well in advance of the appropriate application deadline
to insure that scores will arrive on time. UTRGV will not accept residual TOEFL
scores from exams taken at another institution. If the test date was more than two
years ago, the applicant must retake the examination and request that an official
report from ETS be sent to UTRGV. The test bulletin of information and registration
forms are usually available at American embassies and consulates, offices of the
United States Information Agency, or online at www.ets.org. The institution code
to forward your scores to the University of Texas Rio Grande Valley is 6570.
University Testing Services
The University Testing Services provides a variety of Testing services for new
students, currently enrolled students and the community University Testing Services
International English Language Testing System (IELTS)
Students whose native language is not English will be expected to provide test
scores for either the Test of English as a Foreign Language (TOEFL) or the
International English Language Testing System (IELTS). Scores must be sent
directly from the testing agency to the Graduate School. UTRGV will not accept
residual IELTS exams taken at another institution. Students scoring below 500
on the TOEFL and below a 5.5 on the IELTS will not be eligible for admission.
For information visit: IELTS
2.
3.
English translation of educational records.
Transcript Evaluation by the Foreign Credentials Service of
America (FCSA).
International students can send a copy of their transcript(s) directly to Foreign
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Credentials Service of America (FCSA) www.foreigncredentials.org along with
the application. A detailed evaluation of coursework is required in order to process
your application for admission consideration.
The student must bring the original copy of the transcript to the Graduate College
and a copy will be placed in the student’s file.
Students may send copies of their
transcript(s) directly to FCSA. The student must bring the original transcript to
the Graduate College and a copy will be made to be placed in the student’s file.
Official Transcripts must be submitted before the following deadlines:
Deadlines to submit original transcripts:
Admitted for Fall
October 15th
Admitted for Spring
March 1st
Admitted for Summer 1
July 8th
Admitted for Summer 2
August 25th
Deadlines to submit original transcripts (with degree conferred):
Students graduating in Fall
March 1st
Students graduating in Spring
July 8th
Students graduating in Summer 1
August 24th
Students graduating in Summer 2
October 15th
Students not complying with this requirement will not be able to register for
future semesters.
Please contact our office if you have any questions or if we can help you with
your application.
The University of Texas Rio Grande Valley
The Graduate College
956/665-3661
[email protected]
4.
Financial Documentation:
In accordance with immigration regulations, all international students are
required to submit documentation showing sufficient funds (minimum of
$25,000) subject to change to cover all expenses (living and academic) for the
first year of study.
Documentation must be in the form of letters from the bank or of statements
showing specific dollar amounts available. These documents are not valid unless
dated within three months of the date of acceptance.
If funds that are from a source other than the applicant or their immediate
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family, the sponsor must submit a letter of support, state the amount of funding
pledged, and attach copies of recent bank statements.
These documents are not valid unless dated within three months of the date of
acceptance.
If you have been offered a scholarship you will need to provide
documentation and dollar amount of the scholarship to our office.
If you have been offered an assistantship by the university you will need to
provide documentation and dollar amount of the assistantship to our office.
Mexican nationals may also apply for the Mexican Non-Resident Tuition
Waiver and provide all financial documentation that it requires (for more
information contact the Office of International Admissions and Services).
Affidavit of Support for immigration form I-20
5. Current Immigration documents
All international students must submit a current copy of your valid passport so
that we may ensure that the spelling of your name is consistent on all
immigration and university documents.
Once approved for admission the OIAS will issue an I-20 which you will need to
take to the nearest U.S. Consulate and apply for a student visa (detailed
instructions will be included with the I-20).
For students who plan to attend on a visa status other than F-1 or F-3 student
status, proof of that status is required. Include copies of all immigration
documents.
If you have applied for U.S. Residency but have not yet received it you must
attach copies of immigration documents.
If you are in the U.S. but currently have no legal status (undocumented) please
note so on the application. Please contact us as you may qualify for in-state
tuition based on Texas Senate Bill 1528.
Information and documents needed to obtain a student visa will be sent to you
once you have been accepted to UTRGV.
6. Additional Comments:
A waiver of the TOEFL requirement may be granted at the discretion of the Dean of
Graduate Studies if the applicant is from a country in which English is the primary
language, or is a U.S. Citizen or permanent resident, or holds an undergraduate,
masters, or doctoral degree from a U.S. college or university. All International
students for whom English is not the mother tongue must take the Test of English as
a Foreign Language (TOEFL).
Students (except those from Mexico) who enter the country under the provisions of
an I-20 must qualify for unconditional admission status to the University. Individuals
who are required to obtain the legal status of international student must request the
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form I-20 A-B from the Admissions Office (only after being admitted
unconditionally).
To obtain the I-20 form, you must submit the following:
a. a tentative Program of Study from the academic department
b. an affidavit of financial support
c. proof of economic solvency (i.e. bank statement or bank letter)
Obtain F-1 visa at the nearest U.S. Embassy or Consulate with an I-20 form and valid
passport.
Present immigration documents prior to registration to :
The University of Texas Rio Grande Valley
The Graduate College
Marialice Shary Shivers Bldg. 1.158
1201 W. University Drive
Edinburg, TX 78539-2999
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APPENDIX #14
DISSERTATION PROCESS
1. Student is enrolled in the last “program courses” (i.e. the Spring Semester, or Fall
Semester in which the Comprehensive Examinations are taken by the student and/or
the student’s Cohort).
2. In Cooperation with the Faculty Advisor, the student starts to select (unofficially)
Members of the Dissertation Committee, starts to negotiate with potential Dissertation
Committee Chairs and prepares for the Comps. Dissertation Chair and Members of
the Dissertation Committee should match the student’s interest.
3. The student signs up for the Comps in the beginning of that semester (APPENDIX
#6, Comprehensive Examination Application, March 1 for the Spring Semester, or
September 1 for the Fall Semester).
4. The Student takes the Comps, is informed of the results within two weeks. When the
student has successfully passed the Comps, he/she completes the form (i.e. has
Committee Members and the Chair of the Dissertation Committee sign), submits the
Doctoral Dissertation Form (APPENDIX #5) for approval to the Director of the
EDD C&I Program and Graduate College. If the student fails parts of the Comps,
he/she negotiates a new Plan of Study (POS) with courses that will help
overcome weaknesses that led to the failure. The student repeats steps 3. and 4.
5. The completed form (APPENDIX #5) is submitted to the Office of Graduate
Studies.
6. After completing the Dissertation Proposal, the APPLICATION FOR THE
DEFENSE OF THE DISSERTATION PROPOSAL (APPENDIX #7) is submitted to
the Office of the EDD C&I Program Director.
7. The Secretary, Office of the EDD C&I Program Director arranges for the location
of the Proposal defense.
8. When the proposal is accepted by the committee an APPROVAL OF THE
DISSERTATION PROPOSAL (APPENDIX #8) with the attached proposal is
submitted to the Office of the Director of the Doctoral Program.
9. Student enrolls in dissertation courses until he/she completes the dissertation.
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10. Upon completion of the dissertation, the student submits an APPLICATION FOR
THE DEFENSE OF THE DISSERTATION (APPENDIX #7) to the Office of
Graduate Studies.
11. When the defense is successful and the Dissertation is approved, the APPROVAL
OF THE DISSERTATION (APPENDIX #8) is completed, i.e. signed by the
committee and filed with a dissertation in the Office of Graduate College.
12. The student files a Graduation Application – Doctoral Degree (APPENDIX #9)
with the Office of Graduate College.
13. The student orders the Regalia for the graduation in the TLI Office.
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APPENDIX #15
KEY ASSESSMENT: DOCTORAL COMPREHENSIVE EXAM
1.
Brief Description of the Assessment and Use in the Program
The doctoral comprehensive examination consists of three, four-hour written
examinations, each one pertaining to a specific area or topic that is addressed in one (or
several) doctoral-level education course(s). To allow a more comprehensive picture of
what the students know, the questions are drawn from the program content areas of
Research Applications (i.e., EDCI 8300 Research Methods in Education, EDCI 8301
Qualitative Research, or EDCI 8302 Quantitative Research and Research Electives),
from the Core (i.e. the EDD C&I Program’s Curriculum Core), and from the areas of
Specialization (i.e., Bilingual Studies, Early Childhood, Educational Technology, Higher
Education Teaching, Literacy, Science education, or Math. Education).
2.
How the Assessment Aligns with C&I Standards
This assessment demonstrates proficiencies in the following Curriculum and Instruction
standards:
1- Knowledge of Curriculum; 2- Knowledge of Instruction; 3- Knowledge of Content; 4Knowledge of Students; 5- Knowledge of Inquiry; Standard 6- Knowledge of Assessment;
and 8- Technology Integration. The chart below illustrates the performances that fulfill the
C&I standards. This assessment is also aligned to College of Education Conceptual
Framework.
Criteria
Curriculum & Instruction Standards
COE Conceptual Framework
Std. 1:Knowledge of Curriculum
Std. 2:Knowledge of Instruction
Std. 4:Knowledge of Students
Std. 6: Knowledge of Assessment
COE-1: Knowledge in Practice
COE-2: Reflection
COE-5: Professionalism
Std. 3: Knowledge of Content
Std. 4: Knowledge of Students
Std. 5: Knowledge of Inquiry
Std. 6: Knowledge of Assessment
COE-1: Knowledge in Practice
COE-2: Reflection
COE-5: Professionalism
Std. 5: Knowledge of Inquiry
Std. 6: Knowledge of Assessment
COE-1: Knowledge in Practice
COE-2: Reflection
COE-5: Professionalism
Std. 1: Knowledge of Curriculum
Std. 2: Knowledge of Instruction
Std. 3; Knowledge of Content
Application of Content Knowledge Std. 4: Knowledge of Students
Std. 5: Knowledge of Inquiry
Std. 6: Knowledge of Assessment
COE-1: Knowledge in Practice
COE-2: Reflection
Knowledge of Curriculum
Knowledge of Specialization
Knowledge of Research
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Scholarly Writing
Std. 8: Technology Integration
COE-6: Technology
Grading Rubric for the Comprehensive Exam
It is assessed using the following rubric:
Criteria
Not Met
Met with Weakness
Target
Knowledge of
Curriculum
C&I Standard(s):
1, 2, 4, 6
Demonstrates minimal
ability to plan, implement or
evaluate instruction. Lacks
knowledge of major learning
theories and/or cannot
explain how they facilitate
student learning. Provides
little or no evidence of an
awareness of the cultural and
linguistic contexts of
learning.
Demonstrates ability to plan,
implement, differentiate and
evaluate instruction to
facilitate student learning.
Exhibits knowledge of major
learning theories and how
they explain student
learning. Provides evidence
of an awareness of the
cultural and linguistic
contexts of learning.
Demonstrates advanced
ability to plan, implement,
differentiate and evaluate
instruction to facilitate
student learning.
Demonstrates knowledge of
several major learning and
developmental theories and
how they explain student
learning. Provides ample
evidence of an
understanding of the cultural
and linguistic contexts of
learning.
Knowledge of
Specialization
C&I Standard(s):
3, 4, 5, 6
Does not demonstrate
sufficient evidence of
knowledge and skills in the
academic discipline and
pedagogy. Exhibits minimal
ability to apply current
research and data from the
specialization to plan and
communicate instruction.
Demonstrates evidence of
knowledge, skills, and
dispositions in the academic
discipline and pedagogy.
Exhibits adequate ability to
apply current research and
data from the specialization
to plan and communicate
instruction.
Demonstrates advanced
depth and breadth of
knowledge, skills, and
dispositions in the academic
discipline and pedagogy.
Exhibits high-level ability to
apply current research and
data from the specialization
to plan and communicate
instruction or fulfill other
professional responsibilities.
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Knowledge
of Evidence of research
Research
knowledge is weak.
C&I Standard(s):
Research evidence is
5, 6
narrative or anecdotal, or
awkwardly or incorrectly
incorporated; or, evidence is
not always relevant,
sufficient, or integrated into
the response. Demonstrates
nominal ability to use
quantitative, qualitative
and/or mixed research
methods to investigate
education problems or
articulate the findings.
Provides little/no evidence
of rationale for selection of
research designs. Citations
are inadequate and/or not in
appropriate format. Student
does not show ability of
applying curriculum inquiry
to scholarship and practice
and vice versa.
Demonstrates ample
evidence of knowledge of
inquiry. Provides sufficient
and appropriate evidence
(literature in text of
response) and makes an
effort to contextualize it.
Understands how to apply
quantitative, qualitative
and/or mixed methods to
investigate education
problems and articulate the
findings. Offers acceptable
rationale for choice of
research designs. Overall,
citations are appropriate and
in APA format. Student has
problem to apply curriculum
inquiry to scholarship and
practice and vice versa.
Provides substantial, wellchosen evidence (research or
textual citations)
establishing a clear
foundation and framework;
definitions are used to
strengthen response.
Demonstrates ability to use
quantitative, qualitative
and/or mixed methods to
investigate education
problems and articulate
findings in a variety of
forms. Makes logical
connections between one's
chosen research designs and
problems encountered.
Describes how specific
elements of research designs
provide a unique
justification for the
assessment plan. Citations
are excellent and in the
appropriate APA format.
Student shows high degree
of applying curriculum
inquiry to scholarship and
practice and vice versa.
Application of
Content Knowledge
C&I Standard(s):
1, 2, 3, 4, 5, 6
Demonstrates acceptable
proficiencies to plan and
communicate instruction or
other professional practice in
ways that: make content
meaningful; account for
diversity and the
developmental needs of
learners; encourage critical
thinking and problemsolving; create a positive,
motivating learning
environment; and
incorporate appropriate
instructional strategies and
current research and theory
from the specialization area.
Demonstrates excellence and
proficiency in planning and
communicating instruction
or other professional
practices in ways that: make
content meaningful; account
for diversity and the
developmental needs of
learners; encourage critical
thinking and problemsolving; create a positive,
motivating learning
environment; and
incorporate appropriate
instructional strategies and
current research and theory
from the specialization area.
Provides clear evidence of
ability to effectively practice
in the discipline/profession.
Revised April 2015
Demonstrates minimal
proficiencies to plan and
communicate instruction or
other professional practice in
ways that make content
meaningful, cursory critical
thinking and problem
solving. Demonstrates
nominal ability incorporate
appropriate instructional
strategies and current
research and theory from the
specialization area.
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Scholarly Writing
C&I Standard(s):8
Revised April 2015
Misunderstands the prompts
and/or confuses some
significant concepts,
including some of those in
the prompt. The main ideas
are not clear; information is
randomly presented; and,
supporting details and
information are typically
unclear or inaccurate.
Citations are not relevant or
present. Includes occasional
grammatical errors,
imprecise diction, or
awkward syntax.
Responds adequately to the
prompts but may have some
factual, interpretive, or
conceptual errors or
irrelevancies. Main ideas are
generally clear may require
additional supporting
information. Supporting
details and information are
relevant, but several key issues
or portions of the response are
unsupported and/or incorrectly
cited. Distinct units of thought
are coherently organized into
paragraphs. Some minor
mechanical difficulties are
present, with occasional
problematic word choices or
awkward syntax errors, and
sporadic grammatical errors.
Responds incisively to the
prompts. Analysis is
relevant, sophisticated, and
original. Main ideas stand
out and are supported by
relevant research and
detailed information.
Appropriate sequence of
paragraphs; clear and
adequate transitions between
sentences and paragraphs;
proper and precise diction,
and clear command of
standard English are evident
throughout all responses.
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APPENDIX #16
GRADING RUBRIC FOR THE DISSERTATION
The dissertation proposal defense will be assessed using the following rubric:
Criteria
Not Met
Met with Weakness
Target
Limited or no evidence of
research-based planning that
recognizes the needs of the
target audience; demonstrates
basic knowledge and skills in
the academic discipline and
pedagogy; topic vaguely
addresses a relevant need in
curriculum and instruction.
Provides limited evidence of
research-based planning that
recognizes the needs of the
target audience;
demonstrates adequate
knowledge and skills in the
academic discipline and
pedagogy; topic addresses a
relevant need in curriculum
and instruction.
Reveals in-depth researchbased planning that
recognizes the needs of the
target audience;
demonstrates advanced
depth and breadth of
knowledge and skills in the
academic discipline and
pedagogy; looks at the
research question(s) in a way
that is creative and
insightful; topic clearly
addresses a relevant need in
curriculum and instruction.
Introduction
Weak or no argument for the
C&I
Standards: need and significance of the
1, 3
study; chapter’s focus is
inconsistent; chapter does not
address all elements of the
dissertation outline.
Argument for the need and
significance of the study is
presented, but not
consistently developed
throughout the chapter;
chapter’s focus is
inconsistent; chapter
addresses most elements of
the proposal outline.
Builds a strong, consistent,
and persuasive argument for
the need and significance of
the study; chapter’s focus is
consistent; addresses all
elements of the proposal
outline.
Review of Literature Insufficient review of
literature; demonstrates
C&I Standards: 1, 3, 4 minimal knowledge of major
theories, philosophies, and
current issues in curriculum;
sources are outdated and/or
not relevant; no researchbased evidence of the need
and significance of the study.
Adequate review of
literature; demonstrates
basic knowledge of major
theories, philosophies, and
current issues in curriculum;
relies on mostly older
sources; research-based
evidence of the need and
significance of the study
requires further
development.
Comprehensive review of
literature; demonstrates indepth knowledge of major
theories, philosophies, and
current issues in curriculum;
effectively incorporates a
variety of relevant current
and classic (older) sources;
consistently provides
research-based evidence of
the need and significance of
the study.
Proposal Topic
C&I Standards: 1, 3
Revised April 2015
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Methodology
C&I Standards: 5, 6
Description of the process by
which data will be collected
and analyzed is attempted,
but lacks detail and/or is
loosely organized; proposed
research design (ex.
qualitative and/or
quantitative) and selection of
data analysis methods
demonstrate a lack of
understanding of assessment,
research principles, and
research methodologies;
chapter lacks several required
components of the chapter
(ex.: participants, research
design, data collection
procedures, etc.).
Description of the process
by which data will be
collected and analyzed is
described; proposed
research design (ex.
qualitative and/or
quantitative) and selection
of data analysis methods
demonstrate a basic
understanding of
assessment, research
principles, and research
methodologies; most
required components of the
chapter are included (ex.:
participants, research design,
data collection procedures,
etc.).
Description of the process
by which data will be
collected and analyzed is
detailed and demonstrates
high level academic rigor;
proposed research design
(ex. qualitative and/or
quantitative) and selection of
data analysis methods
demonstrate an in-depth
understanding and
application of assessment,
research principles, and
research methodologies; all
required components of the
chapter are included and
addressed in depth (ex.:
participants, research design,
data collection procedures,
etc.).
Presentation
C&I Standards: 3, 8
Presentation is not logically
organized and hard to follow;
no use of technology or it
hinders message; major
improvement needed to
demonstrate doctoral level
communication skills; many
questions not adequately
addressed; demonstrates lack
of knowledge and skills in the
academic discipline.
Overall, presentation is
organized; basic technology
used; basic communication
ability, but improvement
needed to demonstrate
doctoral level skills; one or
more questions not
satisfactorily addressed;
demonstrates basic
knowledge and skills in the
academic discipline.
Presentation is well
prepared, establishing high
standards for academic rigor
and intellectual inquiry;
innovative use of technology
promotes message; highlyprofessional communication
skills; questions are
effectively addressed and
expanded upon;
demonstrates advanced depth
and breadth of knowledge
and skills in the academic
discipline.
Scholarly Writing
C&I Standard:
7, 8
Writing level does not meet
the scholarly expectation of
doctoral work; research is not
satisfactorily paraphrased and
properly quoted; structure
and organization are unclear;
transitions between
paragraphs, sections, and
chapters are weak; many
spelling, grammar, and
punctuation errors.
Writing level meets the
scholarly expectation of
doctoral work; research is
satisfactorily paraphrased
and properly quoted;
structure and organization
are clear and organized;
some transitions needed to
help readers see the
relationship between
paragraphs, sections, and
chapters; some spelling,
grammar, and punctuation
errors.
Writing level exceeds the
scholarly expectation of
doctoral work; research is
skillfully paraphrased and
properly quoted; structure
and organization are
consistently clear and well
organized; skillful
transitions help readers
clearly see the relationship
between paragraphs,
sections, and chapters; few
spelling, grammar, and
punctuation errors.
Overall, APA style
guidelines are applied;
numerous errors.
APA style guidelines are
strictly and consistently
applied; few errors.
APA Format
APA style guidelines are
C&I
Standards: inconsistently applied;
5, 8
frequent errors.
Revised April 2015
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ALPHABETICAL TABLE OF CONTENT
ADD/DROP CLASSES
59
ADMISSION TO DEGREE CANDIDACY
55
ADMISSIONS
8
ADVISOR ASSIGNMENT AND COHORT CONCEPT
10
APPROVAL FORM
72
ARRANGEMENTS FOR NON-TRADITIONAL STUDENTS
34
ATTENDANCE, OR STOP OUT
67
CANDIDACY (ADVANCEMENT TO…)
15
CATALOG APPLICABILITY AND TIME LIMITS
55
CHECKLIST FOR DOCTORAL APPLICATION
50
CHECKLIST FOR REGISTRAR'S OFFICE PROCEDURES
59
COHORT CONCEPT
10
COMPREHENSIVE EXAMINATION (ADVANCENET TO CANDIDACY
EXAMINATION)
11
COMPREHENSIVE EXAMINATION CHECKLIST
52
COPY/PRINT-CARD
61
COURSE DESCRIPTIONS
24-32
COURSE GRADING SYSTEM
44--45
COURSE SUBSTITUTIONS
60
CURRICULUM
16-23
DEADLINES
35
DEGREE PLAN/COURSEWORK
10
DISSERTATION
15
DISSERTATION COMPLETION CHECKLIST
53
DISSERTATION PROPOSAL AND INSTITUTIONAL REVIEW BOARD (IRB)
14
DISSERTATION PROPOSAL CHECKLIST
54
DISSERTATION PROPOSAL OR THE DISSERTATION
71
DISSERTATION RESEARCH COMMITTEE
13
DISSERTATION TOPIC & PROSPECTUS
54
DOCTORAL CAP (99-HOUR)
39
DOCTORAL STUDENT REPORTING FORM
47
EDD C&I DEGREE PROGRAM
8
EDUCATION CURRICULUM AND INSTRUCTION PROGRAM AT UTRGV
79
EDUCATIONAL OBJECTIVES OF DOCTOR OF EDUCATION PROGRAM
8
FINANCIAL RESPONSIBILITY
38
FORMS AND CHECKLISTS
46
GENERAL ADMISSIONS
40
GENERAL INFORMATION
16
GOALS
2
GPA (MAINTAINING 3.25)
38
Revised April 2015
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GRADE CHANGES
59
GRADE OF INCOMPLETE “I”
38
GRADUATE ASSISTANTSHIPS
34
GRADUATE STUDENTS RIGHTS AND RESPONSIBILITIES
36-37
GRADUATION
16
GRADUATION CHECKLIST
56
GRADUATION REQUIREMENTS
55
GRIEVANCE POLICY AND PROCEDURES, ACADEMIC APPEALS
40
INTERNATIONAL STUDENTS
41
INTRODUCTION
8
IRB-HUMAN SUBJECTS
79-80
LEAVES OF ABSENCE
40
MISSION
2
MONITORING DOCTORAL STUDENT PROGRESS
38
OBJECTIVES
3
OBTAINING A UTB GRADUATE STUDENT ID
57
OBTAINING GRADES
58
OFFICE REQUIREMENTS AND PROCEDURES
48
ONLINE ACCESS
57
PARKING PERMIT
61
PAYMENT BY INSTALLMENTS
43
PHILOSOPHY
2
POLICIES, PROCEDURES AND PROGRAM GUIDE
8
POS FORMS AND CHANGE OF SPECIALIZATION
51
PROCEDURES CHECKLIST FOR IMMEDIATE ON-CAMPUS SERVICES
61
PROCEDURES CHECKLIST FOR OBTAINING FINANCIAL ASSISTANCE
60
PROCEDURES CHECKLIST FOR ON-CAMPUS AUTOMATED SERVICES
57
PROCESS OF DOCTORAL WORK
3
PROGRAM OF STUDY (POS) CHECKLIST
58
READMISSION OF FORMER GRADUATE STUDENTS
49
REGISTRATION
49
RESEARCH PAPER
11
RESIDENCY
11
SPECIAL REQUIREMENTS
16
STUDENT HOUSING
61
STUDENT PAYMENTS
42
TABLE OF CONTENTS
7
TELEPHONE REGISTRATION
57
TRANSCRIPT REQUEST
60
TRANSFER OF CREDIT POLICY
33
VISION
2
WEBMAIL SERVICES
57
Revised April 2015
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