Higher Education

Department of Leadership, Foundations & Policy

Curry School of Education

University of Virginia

Doctoral Student Handbook

2015/16

Bavaro Hall Suite 222

405 Emmet Street S.

Charlottesville, VA 22904

(434) 924-7161

CONTENTS

FOREWORD4

PROGRAM FACULTY 5

I.GENERAL INFORMATION ABOUT THE HIGHER EDUCATION PROGRAM 6

A.Purpose and Programs: An Overview 6

B. Degree Programs 6

C.Non-Degree Programs 8

D. Courses in Higher Education.. 8

II.ADMISSIONS PROCEDURES.. ..11

A.Ph.D., Ed.D., and Professional Development.. 11

B. Common Procedures for All Degree and Diploma Programs.. 11

III.FINANCIAL ASSISTANCE.....11

IV. HOUSING INFORMATION... 12

V. REGISTRATION...12

A.Academic Term..12

B.Summer Session... 13

VI. RESIDENCY REQUIREMENTS 13

VII. TRANSFER OF CREDIT. 13

VIII.STEPS TOWARD THE DOCTORATE..14

A.Temporary Advisor....14

B.Appointment of Doctoral Committee....14

C.Comprehensive Examinations: Policies and Procedures for Doctoral

Students..14

D.Dissertation Research....15

IX. INTERNSHIP POLICIES & PROCEDURES......... 17

X. UNIVERSITY OF VIRGINIA NON-DISCRIMINATION POLICY........18

XI. APPENDICES.......19

A.Application for Financial Aid for Graduate Students.................... 20

B.Ph.D. Program of Studies Worksheet............ 23

C.Ph.D. Record of Progress Form24

J.Internship Handbook30

FOREWORD

This Graduate Student Handbook has been prepared to provide general information for prospective applicants and to serve as a guide for students who are currently enrolled in programs of graduate study offered by the Higher Education program at the University of Virginia. This document is intended to supplement, but not supplant, the University catalogue. The Record for the Graduate Division of the Curry School of Education is available at http://records.ureg.virginia.edu/. Students should become familiar with both of these documents.

Inquiries regarding the interpretation of policies and procedures should be directed to Brian Pusser, Program Coordinator, Higher Education (434) 924-7731); Carol Tomlinson, chair, Department of Leadership, Foundations and Policy (434) 982-2963); and/or Catherine Brighton, Associate Dean, Academic Programs and Student Affairs (434) 924-1022).

PROGRAM FACULTY

BRIAN PUSSER, Ph.D., Stanford University, Associate Professor and Coordinator, Higher Education program, (434) 924-7731, bp6n@virginia.edu

CHRISTIAN STEINMETZ, Ph.D., University of Virginia, Instructor and Coordinator of the Higher Education M.Ed. Programs,(434) 924-3180, cls5p@virginia.edu

SARAH TURNER, Ph.D., University of Michigan, University Professor of Economics and Education, (434) 924-7857, set5h@virginia.edu

KAREN KUROTSUCHI INKELAS, Ph.D., University of Michigan, Associate Professor, Research Director of Undergraduate Initiatives, Contemplative Sciences Center, (434) 243-1943, kki5x@virginia.edu

JOSIPA ROKSA, Ph.D., New York University, Associate Professor of Sociology and Education, (434) 243-0909, jroksa@virginia.edu

JUAN GARIBAY, Ph.D., University of California, Los Angeles, Assistant Professor of Higher Education, (434) 243-6461, jcg6m@virginia.edu

JUSTIN THOMPSON, Ph.D., University of Virginia, Associate Dean and Lecturer, (434) 924-1444, justint@virginia.edu

GERALD D. STARSIA, Ph.D., University of Virginia, Associate Professor of Higher Education, (434) 924-6310, gs2t@virginia.edu

Affiliated Faculty

SARAH COLLIE, Ph.D., University of Virginia, Assistant Vice President for Management and Budget (434) 982-2674, slc6h@virginia.edu

MARK HAMPTON, Ph.D., University of Utah, Vice President for Finance & Administration, Washington College (800) 422-1782, ext. 7204, mhampton2@washcoll.edu

PATRICIA LAMPKIN, Ed.D., University of Virginia, Vice President and Chief Student Affairs Officer, (434) 924-7984, pml@virginia.edu

I. HIGHER EDUCATION

A. Purpose and Programs: An Overview

The Higher Education program, established as part of the Center for the Study of Higher Education in 1969, is an instructional, research, and service unit of the Curry School of Education. The instructional program is designed to give graduate instruction and training to those seeking to become scholars and administrative leaders in colleges, universities and related institutions. The program offers the opportunity to explore established and emerging policies and practices in postsecondary education, to analyze current issues and programs, to examine institutional priorities and commitments, and to conduct original research on various areas of higher education policy and practice.

Instructional programs offered by the Higher Education program lead to the Master of Education (M.Ed.), the Doctor of Education (Ed.D.), and the Doctor of Philosophy (Ph.D.) degrees. The masters programs in Higher Education Administration (HEA) and Student Affairs Practice in Higher Education (SAPHE) are described in the M.Ed. Handbook on the higher education website. Postdoctoral study and research opportunities are provided through the programs professional development program.

An integrated program of core courses and experiences is provided for all students who are candidates for degrees in higher education. Interdisciplinary study is encouraged, and a high level of initiative is expected. The ability to work independently on complex problems is essential.

While programs of study may be arranged with considerable flexibility, students are expected to master the following skills and understandings:

1. Writing: Program graduates will be able to write critically, analytically, and in a manner appropriate to the variety of writing tasks that they may face as professionals.

2. Research: Graduates will be able to conduct qualitative and quantitative research.

3. Analysis: Graduates will have the capacity to employ relevant disciplinary and theoretical frameworks in doing scholarship.

4. Knowledge: Graduates will demonstrate an understanding of higher education organization and governance, the political and policy contexts of higher education, higher education economics and financing, student development, diversity in higher education, and the effects of college on students, the history and philosophy of higher education, and its possible future directions.

B. Doctoral Degree Programs

1. Doctor of Philosophy-The Ph.D. degree is the highest scholarly degree awarded by the University. The primary purpose of the Ph.D. degree is to develop scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means. The dissertation is characterized by original research that extends the theoretical and empirical knowledge bases of postsecondary education policy and practice.

Ph.D. students in higher education complete a program of study that includes at least 60 hours of coursework (excluding internship courses and dissertation credit). Acceptance of up to 24 hours of transfer credit from a student's master's degree program, or from post-master's work completed at another institution, is determined on an individual basis by the student's advisor and the program coordinator. The program director may exempt students from required courses that they have already taken.

In addition to a required set of core courses in higher education (21 credits) and a minor in research methods (18 credits), the Ph.D. student is also required to complete elective coursework in higher education (9 credits). A content minor (12 credits), chosen with the advice and consent of the students advisor and organized around a theme or set of questions, is also required for the Ph.D. Courses for the content minor may be taken outside of the program and the Curry School. Typical content minor concentrations include (but are not limited to): higher education policy, economics of higher education, politics of higher education, student affairs in higher education, organization and governance of higher education, and social foundations of higher education.

Ph.D. students are required to complete ten hours of mentored research per week each semester they are enrolled. An internship is an important (but not required) part of the program for many students (see Appendix D). Internship placements (paid, ten to twenty hours per week) are arranged within the University of Virginia and at cooperating colleges and universities, other postsecondary agencies, or institutes. Research assistantships may also be available.

Appropriate forms and guide sheetsas well as more detailed statements on admissions procedures and policies pertaining to residency, comprehensive examinations, internships, doctoral committees, etc. may be found in appropriate sections of this Handbook.

2. Doctor of Education-All Ed.D. programs in the Curry School are designed to prepare scholar/practitioners to assume leadership or supervisory roles in their educational fields, or work as faculty members in higher education institutions. The primary purpose of the Ed.D. in Higher Education is to provide experienced and practicing educators with a broad and systematic understanding of higher education, a definitive knowledge of selected aspects of educational theory and practice, and an ability to apply research in an informed and critical manner to educational practice and problems.

Ed.D. students in higher education complete a program of s