PhD Overview for newly admitted doctoral students Earning a PhD
in Language and Literacy
Slide 2
Panel Dr. Peggy Albers, Professor, Language and Literacy;
arts-based literacy, visual discourse analysis, childrens
literature Kelli Sowerbrower, Doctoral student, Language and
Literacy Dr. Dru Tomlin, middle school education; leadership and
literacy Ryan Boylan, foreign language and culture Shae ONeill,
Doctoral student, India Fraser, Doctoral student, Kamania Wynter-
Hoyte, Doctoral candidate, literacy, religion and family Janelle
Gardner, Doctoral student, Black women in the academy
Slide 3
Overview Getting Involved Program of Study/ Residency Plan
PreQuals Balancing Teaching and Learning Comprehensive Exams
Prospectus Dissertation Advisor-Advisee Relations GCDP-GCLR Q&A
Kelli Sowerbrower Ryan Boylan, Janelle Gardner, Shae ONeill Christi
Pace India Fraser Dr. Dru Tomlin Kamania Wynter-Hoyte Peggy
Albers
Slide 4
Getting Involved What this journey can look like in pictures
Presented by Kelli Sowerbrower
Slide 5
NCTE: Chicago and Vegas
Slide 6
AERA: Vancouver and San Fran
Slide 7
Writing, Reading, and Survival Cohort
Slide 8
In The Beginning Starting Your Doctoral Studies The Program of
Study and Residency Plan Presented by Ryan Boylan
Slide 9
Developing a Course of Study The Program of Study Sheet is in
place to help you along the way. It is, in fact, your best
non-human friend! The path you choose is largely up to you. Most of
the classes you will take are choices among several options. Tip:
Choose what you think will interest you and base your next course
selection off of that choice.
Slide 10
Program of Study Tip: Dont be afraid to change your mind about
something during your program. Example: Qualitative versus
quantitative research
Slide 11
Program of Study While most of the coursework is either planned
out for you or choices among options, the major work is the most
specialized area for you. Tip: Take a semester or two of required
research or major area courses first. Then see where you are in
your thought process and plan the rest of your courses from
there.
Slide 12
What is a PoS? Janelle Gardner See example in L&L Doctoral
Handbook Comprised of both required and self-selected coursework
(66 hour min) Within your first 27 hours as a PhD student Plan
Program of Study (PoS) Select doctoral advisory committee Meet with
Chair, complete & file a copy with Office of Academic
Assistance (OAA) FYI register minimum of 6 hours After comps,
enroll for min. of 3 hours remain actively enrolled to graduate
Maintain 3.5 cumulative GPA
Slide 13
5 Areas of Coursework (66 hour min) Required Research (12
Hours): (Develop Research paradigm competence) Required
Prerequisite: EPRS 7900, Methods of Research in Education or
Required: EPRS 8530, Educational Statistics I Research Track
Course: Social Foundations & Psychology of Learning Core (6
hours): Choose from required coursework To understand historical,
social, political, psychological, & economic factors currently
influencing education Dissertation (9 hour min.): EDCI 9900-after
comps
Slide 14
PoS Contd Major Area (21 hours) + Extra 8310 EDCI 9660:
Graduate Teaching and Research Internships (GTA & GRA non-paid)
EDCI 9850: Research Seminar (to write prospectus) (repeatable)
(P/F) EDCI 9900: Critique of Educational Research - current
research and theories with potential to inform research and
practice in L& L education EDRD 8310: Theoretical Models &
Processes of Literacy Learning (Reading, Writing, & Language)
Note: Think Comps 3 Electives EDRD 9870: Writing Support Seminar *
3 = Develops new knowledge about teaching and learning in L&L
education Cognate (18 hours) EDCI 8970: Seminar in Teaching and
Learning (Take early & repeatable) 5 Electives that extend
L&L education knowledge beyond major and help shape
dissertation research focus
Slide 15
Example
Slide 16
Residency Plan While this looks intimidating and overwhelming,
it is an ongoing process which takes care of itself in many
ways.
Slide 17
Residency Plan There a four facets: 1.Research doing research,
presenting at conferences, etc. 2.Teaching teaching courses at the
university level, participating in webinars like this one
3.Service/outreach working within the department/university
4.Professional Development expanding/improving your knowledge and
that of other students
Slide 18
Residency Plan Places to get this information: 1.Advisor 2.
Emails from professors
Slide 19
Residency Plan Monishae ONeill (Shae) Entered program a long
time ago! Currently Employed at The College Board Former Literacy
Director 5 years Former Teacher 8 years Studied at Spelman College
& NYU GRA/GTA positions Focus Areas: socio-linguistics,
standards-based literacy instruction & social foundations
[email protected]
Slide 20
Program Standard: Professional Identity/Service to the
Profession Residency Requirements Teaching experience: teaching
internship (pre-service, in-service, college students) Attendance
at national conference(s) Collect & analyze data: research
internshipExperience writing/submitting manuscripts for publication
Presentations: local or state conferencesWriting group
participation: beginning, middle, end of coursework Presentations:
national or international conferences Service experience: unit,
department, university, and/or local, state, or national
professional organizations Professional organization(s)
membershipTechnology usage
Slide 21
Track Residency Requirements *Keep Your Curriculum Vitae
Current* Teaching/research internships: name of course, professor,
dates Names of conferences, dates, programs/artifacts Presentations
Attendance Professional organization membership information
Manuscript submission information, name of journal,
submission/publication dates Dates writing group participation
Artifacts to document service experiences Agendas Emails
Photographs
Slide 22
Opportunities Global Conversations in Literacy Research Alpha
Upsilon Alpha Honor Society (IRA) LL Doctoral Students List Serv
Internship opportunities Presentation opportunities Conference
information Manuscript opportunities Volunteer opportunities
Editorial Teams Proposal Reviews
Slide 23
Pre-Qualifying Phase Christi Pace Georgia State University.
(2008-2010). PhD in teaching and learning: Language and literacy
education guidebook [MSIT web page]. Retrieved from
http://msit.gsu.edu/4799.html
Slide 24
Procedure Documents Annotated Discussion & Reflection of
Program Revised Course Paper Action Plan Program of Study -
Residency Update - Program Update - Program of Study Form Updated
CV Descriptions Identify key learning from each course; Annotated
APA bibliography of key course readings; Rework a course paper
using instructor feedback Reflect on strengths/ weaknesses;
formulate intent for major and cognate File Program of Study form
with committee signatures Add presentations, grants, service,
GRAs/GTAs, etc.
Slide 25
Tips for Success Dont Wait! Continually update Residency Plan,
Program Update, and CV Use Endnote or Zotero from the beginning-
free download accessible from GSU library web page Get Organized-
keep copies of course readings, separated by course title; keep all
syllabi Ask Questions of your advisor, other students, during
PAW
Slide 26
Balancing Teaching and Learning Presenter: India Fraser
Slide 27
Top ten tips to help balance teaching and learning 10. Form
partnerships/cohorts/study groups (w.s.n.h.) 9. Record all
important dates (in more than one place) including in your S.O.s
datebook (insert your own electronic device here). 8. Meet with
your advisor frequently. Be honest. Dont be afraid to ask stupid
questions. 7. Inform school administrators and professors when
scheduling conflicts arise. Evenly distribute time and resources.
6. Plan for the long term, but focus just a few feet ahead.
Slide 28
Top ten tips to help balance teaching and learning 5. Make time
for academic conferences/organizations. 4. Do something social even
when you feel like you dont have time. 3. Actually use your
planning time to plan. 2. Learn to say no... and 1. Dont look
back!
Slide 29
Oh the Places Youll Go excerpt read aloud on
http://www.youtube.com/watch?v=ayCIKwBg SZw
Slide 30
Preparing for & Passing Your Comprehensive Exams! Dru
Tomlin June 3, 2013
Slide 31
411 about Each Part of the Comps Sandwich! DocumentDue Date
Submit to a. Memo of IntentSemester before taking your compsYour
major advisor b. Written Exam (deciding on your question areas)
Semester before writing your exam answers Major Advisor and
committee members Key questions, thoughts, concerns: 1.Have you
finished your coursework (or almost all of it) to the point where
you have a solid sense of your key educational areas? 2.Have you
kept easily accessible files of your course readings, articles,
presentations and papers that youve written? 3.Key people: advisor,
other students at the same stage, friends, family, and work. 4.You
must be able to write about: a)Research & theory in your
cognate area b)Research methodologies (quant, qual and mixed
methods) c)Research & theory in 2 major fields of Language
& Literacy: Reading (teaching, learning, development,
curriculum) Writing (teaching, learning, development, curriculum)
Literature and/or Media (teaching, learning, response, curriculum)
First/Second language issues (teaching, learning, development,
curriculum)
Slide 32
More 411 about Each Part of the Comps Sandwich! Key questions,
thoughts, concerns: 1.Have you chosen the major fields with which
you are the most comfy? 2.How well do you know the historical
aspects, the key people, and the current trends of your major field
choices? How much refresher work will you need? 3.Do you have many,
varied, and easily accessible resources to write your answers? Are
they organized and how? 4.Writing: How will you write your
perspective into your answers? APA style? 5.How are you going to
plan out your life for the 10 days that you have to write your
answers? 6.Have you already submitted to a journal for publication?
Do you have the emails, etc.? 7.If you havent already submitted
something for publication, what journals interest you (and possibly
your committee, too)? Do you know their guidelines for submitting
an article? 8.Do you have papers that could be revised as articles
for submission? Does your possible article represent you as a
literacy scholar? DocumentDue Date Submit to c. Writing your
answers 10 days after you get them (except your research
methodologies question, which you will get in EDCI 9900). Due date
typically coincides with 1 st day of PAW. Your committee members d.
Manuscript for publication During PAW week Your committee
members
Slide 33
More 411 about Each Part of the Comps Sandwich! Key questions,
thoughts, concerns: 1.What courses/subjects have you taken at GSU
that have really excited and engaged you intellectually,
emotionally, etc. in both your major field and your cognate? 2.What
elements of those courses/subjects (assignments, classwork,
readings) did you really enjoy and what elements didnt you enjoy?
What could have made them even better? 3.What articles, books,
other readings & theories did you enjoy and how do they all
relate? 4.Do you know the different elements for a syllabus at GSU?
5.How well do you know your own work as well as the journey that
got you there? 6.Can you just talk about your answers and expand
upon them to show that you can go beyond the page? 7.Are you
prepared to defend your answers especially if there are aspects
that are missing? 8.Do you have someone with which you can practice
this part? 9.Are you prepared if you have to rewrite a section?
DocumentDue Date Submit to e. Syllabus for mock courseDuring PAW
weekYour committee members f. Orals 2 to 3 weeks following PAW (TBD
by you & your advisor) Your committee members
Slide 34
Prospectus Kamania Wynter-Hoyte Georgia State University June
3, 2013
Slide 35
What is a Prospectus? First 3 Chapters of Dissertation:
Introduction (What you are studying?) Literature Review (Why is the
topic important?) Methodology (How are you going to do it?)
Slide 36
How to prepare? EDCI 9850 (repeatable) Four Committee Members
Extensive Writing Process Prospectus Defense Announcement Advisors
Signature Department Chairs Signature (7 days to read) Office of
Academic Assistance (12 Business days prior to defense date)
Slide 37
Dissertation After successful defense of prospectus, student
has earned candidacy and begins to work on their dissertationtheir
focal research study Can take between 1-2 years Must work closely
with advisor to develop ideas, questions, format, and final writing
Dr. Dru Tomlin at hooding ceremony this past May
Slide 38
How to be Proactive in Your Learning: Strategies for Success
Advisor Ensure that program of study is discussed at least once a
year; Ask advisor to respond to your queries within 2 days Invite
advisees to participate in studies; make sure that roles are
defined and authorship is negotiated Be gentle but firm; challenge
students to think deeply Contact advisees when they fall off the
radar (this may be once or twice; then its up to the students)
Ensure that advisees are working towards their goals Advisee Ensure
that an updated program of study is submitted annually; discuss it
with your advisor Let your advisor know what you are up to
(publishing, presenting, service, etc.) Ask for support when you
need it; Attend doctoral webinars and mentoring sessions Always
stay on the radar; respond to your advisor when s/he contacts you
ALWAYS give advisors at least two weeks to read your work ALWAYS
attend PAW (Professional Advising Week); this ensures contact with
advisor Volunteer when faculty ask for service
Slide 39
Doctoral Flowchart Guides the paper/work you need to complete
and when; Always check for changes in this flowchart Keep a 3-ring
binder for doctoral work and paperwork organized: Research,
Teaching, Service/ Outreach, Professional Development File all
paperwork in this binder; keep all forms in this binder
http://education.gsu.edu/o aa/docs/doc_flowchart.pdf
Slide 40
GCDP & GCLR Conversations in Doctoral Preparation 3-4 times
per semester Topics of interest presented by senior students often
to newly admitted students Please send areas of interest to Dr.
Albers http://globalconversationsindo ctoralpreparation.wordpress.c
om Global Conversations in Literacy Research 7 online open access
web seminars featuring leading literacy researchers Part of
residency plan Offers doctoral students opportunity to host
sessions http://globalconversationsinlit eracy.wordpress.com
Slide 41
Q&A Dr. Peggy Albers, Professor, Language and Literacy;
arts-based literacy, visual discourse analysis, childrens
literature Kelli Sowerbrower, Doctoral student, Language and
Literacy Dr. Dru Tomlin, middle school education; leadership and
literacy Ryan Boylan, foreign language and culture Shae ONeill,
Doctoral student, India Fraser, Doctoral student, Kamania Wynter-
Hoyte, Doctoral candidate, literacy, religion and family Janelle
Gardner, Doctoral student, Black women in the academy