INTRODUCTION

The student handbook includes the policies and procedures that govern the Ed.D programs in Mathematics and Science Education with detailed descriptions of the Program of Study and the major for these requirements programs.The handbook is available to all registered students in the Ed.D programs in Mathematics and Science Education and is intended as a guide to students as they plan their individual programs of study and as they seek to fulfill the requirements for the Degree. Students must however consult with the Program Coordinator or their Student Advisors throughout their course of study and particularly when making decisions regarding their individual programs.

THE DOCTORAL DEGREE

The Doctoral Degree is the highest academic recognition that a university can award. It is the university’s endorsement of the professional competence of the one upon whom it is conferred. Earning a terminal degree implies that the student has contributed to the field of knowledge through undertaking original and independent work in the area of the dissertation and has exhibited a level of mastery that will enable him/her to function with the highest level of expertise in his/her area of specialization. The pursuit of the doctorate requires immense personal sacrifice on the part of the aspirant as well as on the part of his/her academic advisors. Thus entry into the course of study leading to this highest academic degree is an undertaking that should not be taken lightly. The Ed.D in Mathematics or Science Education at Morgan State University is designed for those who anticipate significant leadership careers in mathematics or science education and are committed to excellence in meeting the challenges of mathematics/ science education in urban settings.

Doctor of Education
Mathematics Education

School of Graduate Studies
Dr. Maurice Taylor, Dean
Holmes 206, ph: 443.885.3185

Department of Advanced Studies, Leadership and Policy
Dr. Howard Simmons, Chairperson
Jenkins 325, ph: 443.885.1969

Dr. Glenda Prime, Graduate Coordinator
Jenkins 421, ph: 443.885.1908

OBJECTIVES

1. To prepare a cadre of teachers and administrative staff who are capable of providing instructional leadership and who possess skills in curriculum development and in research in the teaching and learning of mathematics.
2. To develop in participants a sensitivity to the characteristics and needs of urban students in general and African-American students in particular, and to the peculiarities of urban environments and institutions and the implications of these for the teaching and learning of mathematics in such settings.
3. To effect positive changes in the teaching and learning of mathematics at all levels of educational systems.

Admission to the Program

Applicants seeking entry to the program must have earned a Master’s degree in Mathematics or in Education.Applicants whose Master’s degree is in Education must have earned at least an Undergraduate degree in Mathematics.Teacher certification is desirable.

In addition to the above, the following admission requirements apply.

• Scores on Graduate Record Examination (GRE) OR Miller’s Analogy Test
• Grade Point Average
  Undergraduate: minimum of 2.6
  Graduate: minimum of 3.0
• Classroom Teaching Experience –
  A minimum of 3 years of teaching experience is desirable.

General Degree Requirements

1. Award of the degree is contingent upon completion of 63 credit hours of work at Morgan State University. Transfer of credits from other accredited institutions will only be allowed in exceptional circumstances.The Graduate Council will make final decisions regarding transfer.
2. A minimum grade point average of 3.0 must be maintained throughout the program. Grades of “C” may not count for more than 20 percent of total credit applied towards degree requirements.
3. Students holding part-time registration will be allowed to take a maximum of 6 credit hours of course work per semester.To be considered full-time in any semester, a student must be registered for a minimum of 9 credit hours.
4. All candidates will be required to complete a practicum.The practicum will involve an intervention in an aspect of the teaching/ learning of mathematics at the level of the candidate’s specialization.
5. All candidates must pass written and/or oral comprehensive examinations.Candidates shall become eligible to take the comprehensive examinations upon successful completion of 42 credit hours of course work, 8 credit hours of which should be mathematics content courses.
6. Each degree candidate must submit a dissertation.When the dissertation has been completed to the satisfaction of the committee chairperson, a dissertation defense will be scheduled at which time the candidate must orally defend his/her work before the entire dissertation committee.
7. All requirements for the Ed.D degree must be completed within a period of seven (7) years.The granting of a leave of absence by the School of Graduate Studies does not automatically extend this limit.

Residency Requirements

Part-time candidates will satisfy residency requirements by completing eighteen (18) credit hours over consecutive semesters (could include summer). Full-time students will satisfy these requirements by completing two (2) consecutive semesters, carrying at least nine (9) credit hours each semester.

PROGRAM OF STUDY

1. The program consists of six components from which students must complete 63 credit hours. The six components are:

   Educational Foundations
   Research
   Mathematics Education
   Mathematics Content
   Dissertation
   Practicum

2. The coursework components of the program are made up of CORE courses and ELECTIVES.
3. Students who enter the program with a Master’s degree in Mathematics may apply to have their course requirements in the mathematics content reduced. The maximum reduction that may be granted is 6 credit hours. The 63 credit hour requirement for the award of the degree will however remain the same.

DOCTORAL PROGRAM IN MATHEMATICS EDUCATION
MATHEMATICS CONTENT COURSES

Doctor of Education
Science Education

School of Graduate Studies
Dr. Maurice Taylor, Interim Dean
Holmes 206, 443.885.3185

Department of Advanced Studies, Leadership and Policy
Dr. Howard Simmons, Chairperson
Jenkins 325, 443.885.1969

Dr. Glenda Prime, Graduate Coordinator
Jenkins 421, 443.885.1908

Objectives

1. To prepare a cadre of teachers and administrative staff who are capable of providing instructional leadership and who possess skills in curriculum development and in research in the teaching and learning of science.
2. To develop in participants a sensitivity to the characteristics and needs of urban students in general and African-American students in particular, and to the peculiarities of urban environments and institutions and the implications of these for the teaching and learning of science in such settings.
3. To effect positive changes in the teaching and learning of science at all levels of educational systems.

Admission to the Program

Applicants seeking entry to the program must have earned a Master’s degree in Science or in Education.Applicants whose Master’s degree is in Education must have earned at least an Undergraduate degree in Science.Teacher certification is desirable.

In addition to the above, the following admission requirements apply.

• Scores on Graduate Record Examination (GRE) OR Miller’s Analogy Test
• Grade Point Average
  Undergraduate: minimum of 2.6
  Graduate:   minimum of 3.0
• Classroom Teaching Experience –
  A minimum of 3 years of teaching experience is desirable.

General Requirements for Degree

1. Award of the degree is contingent upon completion of 63 credit hours of work at Morgan State University.Transfer of credits from other accredited institutions will only be allowed in exceptional circumstances.Final decisions regarding transfer will be made by the Graduate Council.
2. A minimum grade point average of 3.0 must be maintained throughout the program.Grades of “C” may not count for more than 20 percent of total credit applied towards degree requirements.
3. Students holding part-time registration will be allowed to take a maximum of 6 credit hours of course work per semester.To be considered full-time in any semester, a student must be registered for a minimum of 9 credit hours.
4. All candidates will be required to complete a practicum.The practicum will involve an intervention in an aspect of the teaching/ learning of science at the level of the candidate’s specialization
5. All candidates must pass written and/or oral comprehensive examinations.Candidates shall become eligible to take the comprehensive examinations upon successful completion of 42 credit hours of course work, 8 credit hours of which should be science content courses.
6. Each degree candidate must submit a dissertation.When the dissertation has been completed to the satisfaction of the committee chairperson, a dissertation defense will be scheduled at which time the candidate must orally defend his/her work before the entire dissertation committee.
7. All requirements for the Ed.D degree must be completed within a period of seven (7) years.The granting of a leave of absence by the School of Graduate Studies does not automatically extend this limit.

Residency Requirements

Part-time candidates will satisfy residency requirements by completing eighteen (18) credit hours over consecutive semesters (could include summer).Full-time students will satisfy these requirements by completing two (2) consecutive semesters, carrying at least nine (9) credit hours each semester.

Program of Study

1. The program consists of 6 components from which students must complete 63 credit hours. The 6 components are:

   General education
   Research
   Science Education
   Science Content
   Dissertation
   Practicum

2. The coursework components of the program are made up of CORE courses and ELECTIVES.
3. Students must choose 1 of 3 specializations offered in the programs.

   Elementary Science Education
   Middle/ High School Science Education
   Post-Secondary Science Education

4. Students who enter the program with a Master’s degree in science may apply to have their course requirements in the science content reduced.The maximum reduction that may be granted is 6 credit hours.The 63 credit hour requirement for the award of the degree will however remain the same.

DOCTORAL PROGRAM IN SCIENCE EDUCATION
SCIENCE CONTENT COURSES

COURSE DESCRIPTIONS

EDSM 632 - Instructional Systems Analysis for Mathematics and Science Education
3 credit hours
This course casts learning into a new educational process known as Instructional Systems Analysis. The course explores the traditional role of the classroom teacher and presents the teacher as manager of the learning process. Students are provided with a solid framework for developing, designing, and evaluating instruction.Emphasis will be placed on multimedia presentation systems used for educational processes. The course explores a full range of electronic instructional media that are appropriate for the delivery of Mathematics and Science instruction. Students will use applications of multimedia and electronic resources, such as, Power Point Presentations, Computer Assisted Instruction (CAI), and the Internet, in their development and delivery of Mathematics/ Science Instruction.

EDSM 611 – Science, Technology, and Society
3 credit hours
Science, Technology, and Society (STS) is an approach to the teaching of science that emphasizes the teaching of science concepts in the contexts of technology and society. This seminar course will examine the extensive literature on the relationship among science, technology, and society, and how this area of thinking has been affecting efforts to revise curriculum development and practices in science education.
Prerequisite:  EDSM 620

EDSM 620 – History, Philosophy, and Sociology of Science
3 credit hours
Traditional science curricula have largely ignored any explicit attention to the history, philosophy and sociology of science. However current trends in both the research and practice of science education have placed increased emphasis on the implications of these for understanding the nature of science.This course will identify key issues in the history, philosophy and sociology of science and provide students with a basis for critical analysis of science education curricula.

EDSM 621 – Communities of Inquiry: Issues in Curriculum and Instruction
3 credit hours
The notion of classrooms as communities of inquirers is an important strand of research and theorizing in education. This seminar course critically examines the research literature in this field.Cooperative groups, classroom discourse analysis and social constructivism are explored as bases for the creation of learning communities in science and mathematics classrooms.
Prerequisites: EDSM 610, or with permission of instructor.

EDSR 624 – Qualitative Research Methods
3 credit hours
This course will introduce students to the philosophical underpinnings, methods of data collection, and methods of data analysis involved in a variety of qualitative research paradigms. Emphasis is placed on developing competence in the design and techniques of conducting qualitative research.
Prerequisites: EDSR 504, EDSR 622, or equivalent with permission of instructor.

EDSM 630- Assessment and Evaluation in Science and Mathematics Education
3 credit hours
This seminar course will examine a variety of approaches for assessing and evaluating student learning, thinking, and discourse in the science and mathematics classroom. Special emphasis is placed on critically evaluating the assumptions underlying each approach to classroom assessment. In addition to traditional assessment strategies, the course seeks to develop competence in the use of alternative strategies such as journals, portfolios, classroom observation and discourse analysis.
Prerequisites: EDPS 554, or with permission of instructor. Recommended prior course: EDSR 621.

EDSM 631 – Issues and Applications of Technology in Science and Math Education
3 credit hours
This course will critically examine the issues and assumptions driving our society towards increased use of technology, as well as the effects of such use of technology on individuals and groups. After examining these issues, students will examine effective uses of technology in the classroom. Student projects will involve the development of technological applications for instructional purposes.

EDSC 650 – Professional Development and Practice of Science Teachers        
3 credit hours
This course examines the broad range of issues addressed in other science education courses, with a view towards an integration of these issues into a framework for the professional development of science teachers. The research literature on teacher cognition and practice will be used as a basis for the design of effective approaches to the professional development of science teachers. The course engages students in case analyses and in the clinical supervision of classroom teachers.
Prerequisites: CUIN 562, EDSC 630, or with permission of instructor.

EDMA 651 – Seminar:  Current Topics and Trends in Mathematics Education
3 credit hours
This seminar course will cover a variety of current and cutting edge topics in mathematics education practice, research and theorizing that may not be addressed in other courses.Guest presentations by researchers and mathematics education practitioners as well as student presentations will be the mode of delivery.

EDSC 651 – Seminar: Current Topics and Trends in Science Education
3 credit hours
This seminar course will cover a variety of current and cutting edge topics in science education practice, research and theorizing that may not be addressed in other courses. Guest presentations by researchers and science education practitioners as well as student presentations will be the mode of delivery.

EDMA 660 – Special Topics in Mathematics Education
3 credit hours
This course provides opportunity for individual exploration of any issue related to mathematics education. Participants are encouraged to identify an issue that is of particular relevance to their areas of specialization and will be required to undertake an extensive exploration of the literature relevant to that issue. A literature review that gives evidence of control of ideas and the ability to reflect critically on the implications of these ideas, is the mode of assessment for the course.

EDSC 660 – Special Topics in Science Education
3 credit hours
This course provides opportunity for individual exploration of any issue related to science education. Participants are encouraged to identify an issue that is of particular relevance to their areas of specialization and will be required to undertake an extensive exploration of the literature relevant to that issue. A literature review that gives evidence of control of ideas and the ability to reflect critically on the implications of these ideas, is the mode of assessment for the course.

EDMA 620 – History, Philosophy and Sociology of Mathematics
3 credit hours
This course examines the ways in which the teaching and learning of mathematics are influenced by the history, philosophy and sociology of the discipline. It explores the ways in which cultural forces have shaped mathematics and continue to influence its teaching.

EDMA 621 – Planning Developing and Evaluating the Mathematics Curriculum
3 credit hours
This course aims to develop skill in all aspects of curriculum development in K – 16 mathematics. Designing the needs assessment, translating needs into curriculum materials, supporting the implementation and selecting appropriate evaluation strategies are some of the skills addressed in this course.

EDMA 630 – Methods of Concept Development in Mathematics Education
3 credit hours
The course seeks to develop competence in the teaching of mathematics at all levels. It draws on learning theory and applies ideas about how learners acquire concepts to the teaching of mathematics. Students in this course apply theoretical principles to the design and evaluation of lessons that facilitate concept acquisition in mathematics.

EDSM 610 – Student Learning, Thinking and Discourse in Mathematics and Science Education
3 credit hours
This course is designed as a seminar that will examine recent theory and research in student learning, thinking and discourse. Students will be required to read extensively in the areas of constructivism, schema theory, conceptual change, problem-solving and control strategies as a basis for understanding the teaching and learning environment in mathematics and science classrooms.

EDSC 621 – Planning, Developing and Evaluating the Science Curriculum
3 credit hours
This course aims to develop skill in all aspects of curriculum development in K – 16 mathematics. Designing the needs assessment, translating needs into curriculum materials, supporting the implementation and selecting appropriate evaluation strategies are some of the skills addressed in this course.

EDSC 630 – Methods of Concept Development in Science Education
3 credit hours
This course aims to provide the theoretical bases as well as the skills involved in designing, developing, delivering and evaluating lessons in science education K – 16. The course draws heavily on the conceptual change literature and examines the implications of learners’ alternative frameworks for the teaching and learning of science.

EDMA 650 – Professional Development and Practice of Mathematics Teachers
3 credit hours
This seminar course will examine the broad range of concerns and issues addressed in other courses in terms of how professional development of teachers can best be addressed. The research literature on teacher cognition and practice will be used as a basis for developing effective approaches to professional development in mathematics education. Prerequisite:  EDSM 610, EDSM 620, EDSM 621, EDSM 630, EDUC 640, CUIN 562, or with permission from instructor.

STUDENT ADVISEMENT

Assignment
At the time of admission, each student is assigned an advisor who will assist in the selection of courses. Once the student has successfully passed the Comprehensive Examination and completed all courses the assignment of this advisor ends. The student will then select the Chairperson for the Dissertation Committee.(See section on Dissertation)

Registration
At the time of registration for each semester, the student must secure the approval of the advisor for the courses to be taken; the sequence of and prerequisites for the courses are checked with the advisor. The program of Study Form must be updated each semester and filed with the Department Office.

Change of Advisor
The student or the advisor may request a change of faculty advisor. The reason for the request is discussed with the student and advisor. If there is no resolution of differences, the request is completed on the appropriate form, approved by the Chairperson of the Department, and then forwarded to the Graduate School Dean. The student should consult the Policies and Procedures for a comprehensive statement on this issue.

Meeting with Advisor
At least twice during the academic year, the student will meet with the advisor.

Comprehensive Examination

A student may register for the comprehensive in either the Fall or Spring semester.

Pre-requisite
Completion of 42 hours of course work of which at least nine hours should be in science/ mathematics content courses. Credit hours gained from the Practicum cannot be counted towards these 42 hours.

Purpose
In keeping with current thinking in the area of assessment of learning, the comprehensive examination in these programs is designed to be both an assessment tool for the Department, and a learning experience for the students. It is intended to be an authentic assessment strategy which requires the student to display the competencies, skills and attitudes which he/she will need in order to function in real educational settings, at a level appropriate to the holder of a Doctoral degree. As a learning experience, the comprehensive examination should assist the student in developing the skills of independent study that are required for successful undertaking of research leading to the dissertation. Both the content and the form of the examination are designed to achieve these purposes.

Application Procedure
Application for the examination must be filed with the School of Graduate Studies at the time of registration in the semester the examination will be taken.Special forms for this purpose are available from the Graduate School Office.

Mode of Assessment

1. The examination consists of both written and oral components.
2. The candidate is required to write three (3) scholarly papers of approximately twenty- five (25) pages each.
3. Selection of the subject matter of the papers is to be the result of a collaborative, consultative process between the student and his/her advisor. The following criteria should inform the selection:
   1. The topic of each paper should be multi-disciplinary, i.e., it should cross traditional course content boundaries and require the student to draw insights from more than one course. Together, the three papers should be representative of the wide range of issues addressed in the courses taken throughout the student’s program of study.
   2. Topics should address issues of practical and contemporary significance relevant to the educational level in which the student has specialized.

Examples of possible papers are:

• a philosophical, sociological or psychological critique of an educational policy or practice relevant to mathematics or science education
• an exploration of the sociological or pedagogical implications of a current trend in mathematics or science education
• an analysis of urban educational contexts and implications for the teaching/ learning of mathematics or science at a selected level of education.
• a description of an innovative approach to the teaching of some area of mathematics or science content.

Only one of the papers may be directly related to the student’s proposed dissertation topic.

4. A student may NOT begin to work on the papers until agreement has been reached on the specific titles of the three papers. A document listing the three paper titles must be signed by both student and advisor and copies lodged with the Program Coordinator and Departmental Chair.
5. Once the topics have been decided upon, the advisor/ student will secure the agreement of at least, one other graduate faculty who will serve as a mentor/ tutor and will meet with the student at least three times to provide guidance in the preparation of the paper. The student’s advisor has overall responsibility for supervision of the student’s work on the papers.
6. It is intended that the process of writing these papers should be a significant learning experience for the student and will be conducted in a nurturing and supportive relationship between the student and the faculty to whom the student has been assigned. Students are advised to seek help and to consult frequently with their advisors at all stages of the preparation of these papers. It is the responsibility of the student to request the help needed and to request to have meetings scheduled with his/her advisors.
7. The three papers should normally be completed within the semester in which the student registered for comprehensive examinations. The student is required to obtain a Pass on all three papers before the Graduate School is advised that the student has passed the comprehensive examination.
8. The requirements of the comprehensive examination are rigorous and demanding and students are advised to be mindful of that fact when registering for other courses during the semester in which he/she plans to take the comprehensive examination.

Assessment Procedures

1. Three faculty readers will be rate each paper, from within the Department of Teacher Education and Administration and from the Mathematics/ Science Departments, using specified criteria and guidelines. Following are the categories to be used in assessment:
   1. clear explication of the issues involved
   2. knowledge of the concepts/ topic
   3. evidence of wide reading
   4. adequate support for ideas and conclusions
   5. logical development of ideas
   6. ability to bring cross-disciplinary insights to bear on the issues
   7. critical reflection of the implications of the issues for mathematics/ science education in urban settings
   8. technical aspects of the paper

   Award of a Pass by at least two readers is required for the student to be deemed as having passed a paper.

2. When the papers have been assessed, an oral examination will be scheduled, in which the student will be questioned by a panel consisting of the student’s advisor and at least ONE other Faculty member, to be selected by the Program coordinator. The oral examination will assess the candidate’s ownership of the ideas contained in the papers.
3. The student and Graduate school will be notified of the results of the examination within 30 days of submission of the papers.
4. In case of failure, the student will be given the opportunity to discuss the reason(s) for failure and will be given the opportunity to re-submit the failed paper(s) once. Failure to pass the comprehensive examinations on the second attempt will constitute dismissal from the program.
5. The student has the right to appeal a failing grade. Such appeal should be made to the Program Coordinator, Department Chair and finally to the Deans of the School of Education and Urban Studies and the Graduate School.

Practicum
The practicum is designed to serve two important purposes.

1. It provides doctoral students with opportunities to develop some of the skills that they need in order to function in leadership roles in mathematics and science education.
2. It is one of the means by which these doctoral programs can serve to fulfill Morgan’s mission to impact positively the educational settings which it serves. The practicum ensures that students begin to do this even before they graduate.

Structure

1. The practicum involves the design and implementation of an intervention at the level of Mathematics/ Science education in which the student has chosen to specialize.
2. Working with her/his advisor, the student must specify an aspect of Mathematics/ Science teaching, which will be the subject of the proposed intervention.
3. Such interventions as:
   • a unit developed to teach a specific concept in Mathematics/ Science
   • a unit based on a specific teaching methodology
   • a teachers’ workshop in Mathematics/ Science

   are examples of suitable projects.*

4. The student designs the intervention and submits it to her/his advisor for approval before it is implemented. The responsibility for negotiating access to an educational setting for the implementation of the intervention is primarily the responsibility of the student but the student may seek the assistance of the Department in this regard.
5. The advisor will visit the student at least once during the enactment of the implementation.
6. The student must submit a written report of the enactment of the intervention. The report should be organized under the following broad heading:
   1. Objectives
   2. Content/ Methodology
   3. Theoretical Basis
   4. Evaluation
   5. Bibliography
7. Assessment of the Practicum will be made on the basis of the report as well as on the enactment of the intervention as seen during the advisors visit. The development of specific guidelines for assessment will be an activity between the student and her/his advisor.
8. The Practicum will normally be undertaken after the student has completed a minimum of 9 credit hours of the mathematics/ science Education component of the program.

• Opportunities exist for students to undertake the Practicum through established programs being run by the Department e.g. teachers’ workshops or student camps run by the Center for Excellence in Mathematics and Science Education.

COMPLETION OF RESEARCH AND DISSERTATION

The development and defense of a dissertation is the culmination of a terminal degree program. The successful student begins work on the dissertation during the first course of the Doctoral Program. Every class assignment- from the first contemporary research projects- should lead toward an intellectual fruition of the dissertation.

The process for completing the final stage of the Doctoral Program includes the following steps:

1. Selection of dissertation Chairperson and Committee
2. Proposal
3. Proposal Colloquium
4. Research Activity
5. Dissertation
6. Dissertation Colloquium
7. Oral Defense

Prior to proposing the members of the Dissertation Committee and deciding upon an area for the research, the student must explore ideas with the faculty member whom the student would like to propose as Chairperson of the Dissertation Committee. The critical intellectual exchange and exploration of various topics should also take place in the Doctoral Program. During this period of exploration, the student must review the literature in order to be familiar with what others have done in the area of interest.

1. Selection of Dissertation Chairperson and Committee

   The student discusses with the Chairperson of the Department possible members in the Department who might serve as Chairperson of the Dissertation Committee. This faculty member should have an interest in and knowledge of the area of research proposed by the student. Once there is an agreement as to the faculty member to serve as Chairperson, the other members are proposed by the students and Committee Chairperson. The Chairperson makes the contact with the other members of the committee. Their commitment is secured by signing the appropriate forms.

   The Chairperson of the Department of Teacher Education and Administration forwards the names of the proposed committee to the Dean of the School of Education and Urban Studies for approval.

   The Chairperson of the Dissertation Committee has a crucial role in the process of developing the dissertation, so it is essential that a sound relationship be established. In some cases, especially in the early stages, if it becomes apparent that a sound relationship will not develop with the chairperson or one of the committee members, it may be advisable that a change be considered.

   Either the student or faculty member may initiate a change if necessary. The first step is to discuss the concerns. If there is no resolution, the student proposes the new member or chairperson (after agreement has been secured) to the Department which reviews the recommendation before forwarding the request to the Dean School of the School of graduate Studies for final approval. The student should refer to the Policies and Procedures for the Doctoral program for the statutory statement on this issue.

   If the Chairperson or any remaining of the Dissertation Committee is no longer a member of the University, the Committee will recommend one of the remaining members to assume the chair; alternately, the student may recommend a member to fill the vacancy in the committee due to the elevation of one of the members to the chair. The newly constituted committee will be forwarded to the Department and then to the Dean School of Graduate Studies for final approval. While such changes are often necessary because of alteration of student plans or staff, changes are not permitted in an effort to eliminate dissenting committee members in order to produce unanimous approval for proposals, dissertations, or plans of study.

2. Proposal

   The student works with the Dissertation Committee to develop the Proposal that should be completed during the first semester in which the student registers for the Dissertation. The Proposal includes the following sections:

   1. Introduction

      - context of the issue to be studied
      - statement of the problem
      - research questions and/or hypotheses
      - rationale for the study
      - definition of terms
      - significance of the study
      - scope and delimitations
      - assumptions and limitations

   2. Review of literature - This section of the Proposal must demonstrate to the committee that all of the major studies related to the proposed topic have been reviewed. The student should aspire to make the review of the literature as comprehensive as possible.

   3. Methodology - This is the major and most critical part of the Proposal for this is where the student outlines in detail how the research will be conducted. It should include:

      - subjects or population involved
      - materials or instruments to be used
      - procedures
      - proposed data analysis
      - pilot study
      

      For studies using qualitative methodologies, the categories may vary, but the proposal must still describe in detail whatever methods are to be used to gather the data required to address the research problem as outlined in the introduction.The form of the proposal must have the approval of the Dissertation Committee.

   4. Time Line - A tentative schedule for each stage of the research study.

   5. Bibliography - List of all works consulted in the preparation of the Proposal. Every work cited in the proposal must be included in the bibliography; every work listed in the bibliography must be cited in the Proposal. Primary sources must constitute most of the bibliography.

   The Dissertation Committee reviews the Proposal. Once approved, the Dissertation Committee Chairperson forwards three copies of the proposal to the Chairperson of the Department for transmittal to the Dean of the School of Graduate Studies for approval. The other two copies are sent to the Dean of the School of Education and Urban Studies and to the Departmental Office. The student may not begin the research study until the Proposal has received final approval. The Dean of the Graduate School will notify the action taken; the chairperson will notify the student and other members of the Committee.

   Each member of the Committee will note approval of the proposal by signing the cover sheet.

   Any change in the title or the Proposal requires approval of the Dean School of Graduate Studies.

   Approval of the Proposal constitutes permission for the student to continue with the research and the preparation of the dissertation but does not guarantee approval of the final dissertation. Approval of the proposal by the committee is required in order for the student to be scheduled for the Dissertation Proposal Colloquium.

3. Proposal Colloquium

   The purpose of the Proposal Colloquium is to confirm the terms of the Dissertation Contract between the student and the Dissertation Committee. Once the Committee approves the proposal, it is reviewed by the Department Chairperson and forwarded to the School of Graduate Studies for recording. The signed proposal constitutes a binding agreement between the University and the student. Even in the event that all members of the Dissertation Committee may leave the University, the University will consider the topic acceptable during whatever period of time is allowed for completion of the study.

4. Research Activity

   This is the period when the student conducts the research study by collecting the data, recording the findings, and analyzing the results. Depending on the topic being researched, this step may take from six months to several years. The thoroughness of the Proposal, the energy of the student, and resolution of any unforeseen problems will determine the time it takes to complete the study. If the project involves other people, part of the timing will depend on their cooperation.

5. Dissertation

   The dissertation, a written document, describes what has been done and with what results. The chapters follow the same order as the Proposal but in greater detail and with the addition of a fifth chapter that is a summary that demonstrates how this study has contributed to the field, the implications it has raised, and any recommendations for further study.

   The chapters are generally as follows:

   1. Introduction - same topics as in the Proposal.

   2. Review of the Literature - more extensive than in the proposal including all relevant studies and background information on the topic under study.

   3. Methodology - a detailed description of the procedures that were used including any changes from the original Proposal.

   4. Analysis and Interpretation of Data - findings presented with appropriate tables, graphs, or charts which set forth with clarity and comprehensiveness the results of the study.Relations to other studies are illuminated, thereby demonstrating the significance of the study.

   5. Summary and Conclusions - summary of the dissertation followed by implications, both theoretical and practical, of the student; and recommendations for future research.

   This is the usual format in which quantitative research is reported and is required for all dissertations that report on research done in this mode. Variations from this format are often used in reporting research that employs qualitative methods. Students doing “qualitative” may be allowed to deviate from this format, but approval to do so must be obtained from the chairperson and members of the student’s Dissertation Committee.

   An abstract of no more than 600 words must be submitted. The abstract should include:

   1. The statement of the problem under investigation
   2. The procedures or methods used
   3. The findings
   4. The conclusions and significance of the study

   This is the maximum number of words allowed for inclusion in Dissertation Abstracts.

   The dissertation must follow an approved style for which the student must obtain prior agreement from the Dissertation Committee.

   Physical Requirements:

   Required Copies: eight (8) copies are required:
   Original and two (2) copies to the Graduate School one (1) for the Department three (3) for the Dissertation Committee one (1) for the student.

   The copies for the Graduate School should be presented in heavy protective envelopes, unbound, with no staples. The Graduate School undertakes the procedure for binding the dissertation in conformance with University standards.

   All eight copies may be bound if the student so desires; the three copies for the Graduate School must be bound.

   Cost of binding and payment of all fees incurred by the Graduate School Office are the responsibility of the student.

   Paper:  Sixteen or 20 lb. bond, 100% rag content, 8 ½ x 11 inches size for the original; the copies may be on good quality archival paper.

   Type style:  Elite or pica type is acceptable; a black ribbon is required.The same typeface must be used throughout.The approved dissertation must by typed or laser-jet printed.The copies must use a process that guarantees permanency.

   Margin and Spacing: The left margin should be 1 ½ inches; the top, right and bottom margins, 1 inch.The body of the dissertation and the abstract must be double spaced using only one side of the sheet.

   Pictures, Tables, Charts, etc: Illustrations done by hand should be done on the same quality and size paper as the rest of the dissertation.If necessary they may be folded.

   Copyright: If the student decides to obtain a copyright, he/she may apply individually or apply through the University Microfilms for doctoral dissertations. If a copyright is applied for, a page bearing the copyright notice should replace the blank page immediately following the title page when the manuscript is presented to the Graduate School. The notice is placed in the Center of the page just above the bottom margin, for example:
   Copyright Jane Doe 1990

   Literary Rights: With the consent of the Dissertation Committee Chairperson and the Dean of the Graduate School, the student may present parts of the dissertation in a paper at a professional meeting, or may publish it in a journal, prior to submitting the dissertation as a requirement for the doctoral degree. Such publication in an un-copyrighted journal voids the student’s literary rights in that portion of the work and precludes later copyright of the dissertation. If the journal is copyrighted, the student must assure himself that the journal will not object to later microfilm, or other form of publication, of the material in a dissertation.

   Dissertation Abstract: The abstract should be submitted to University Microfilms for publication in Dissertation Abstracts International.

   Forms for copyright and microfilming are available in the School of Graduate Studies.

   Graduation Application: When all requirements have been completed, the student files the application for graduation with the Graduate School after securing the signature of the advisor and department chairperson. The date to file the application is published each year by the Graduate School.

6. Dissertation Colloquium

   Prior to the oral defense, the student is given an opportunity to discuss the study with the committee in an open faculty forum. This experience affords the candidate a chance to identify potential difficulties and to refine the dissertation in a no-fault atmosphere.

7. Oral Defense

   When the members of the Dissertation Committee have judged the dissertation acceptable, the Graduate School Dean will schedule an oral defense. The date must be published two weeks in advance. In order to participate in the May commencement, the candidate must successfully complete the oral defense by April 15.

   Copies of the completed dissertation must be made available to the Department Chairperson and the Graduate School Dean by March 15. In addition, the student will prepare and distribute the following documents at least one week before the oral defense:

   student background information

   abstract

   names and titles of dissertation committee members

   Attendance at the oral defense is open to other faculty members who may participate in the discussion. The Dissertation Committee Chairperson chairs the meeting.

   The candidate will be requested to present the following information:

   1. a brief description of her/his educational background and professional experience;

   2. a summary and explanation of the research undertaken.

   Committee members will be asked for questions, observations, and requests for clarification pertaining to the dissertation study. Others in attendance may ask questions when the committee members have finished.

   The oral defense should not exceed two hours in length and shall be addressed to the dissertation and the relationship of the dissertation to the field of Mathematics/ Science Education. Specifically, the Committee shall be charged with evaluating:

   1. the adequacy of the dissertation as a written report;

   2. the ability of the candidate to defend the dissertation orally;

   3. the ability of the candidate to relate the dissertation problem and findings to problems and issues in the field of specialization.

   At the close of the examination, the Chairperson shall request the candidate to withdraw while the Dissertation Committee deliberates on the outcome of the oral examination. Faculty may remain but cannot participate in the vote.

   The approval or disapproval of the candidate’s dissertation will be the responsibility of the Dissertation Committee. Final approval of the dissertation requires a unanimous vote of the Dissertation Committee. The committee may approve with specific stipulations (recorded in writing) or disapproval with specific reasons (recorded in writing). The chairperson will circulate the final draft indicating that the specific stipulations have been met. If the dissertation is not approved, the candidate can (1) abandon this particular topic and start again with a new committee and topic; or (2) not receive the degree.

AFTERWORD

The Program Coordinator and graduate faculty in the Graduate Programs in Mathematics and Science Education are committed to making your scholarship in this program an enlightening and rewarding experience for you. We demand excellence in scholarship from all our students and we aim for excellence in providing you with support and resources that you need to achieve it. Welcome to Morgan!

APPENDICIES

1. Information Sheet for Directory

2. Advisement Report

3. Change of Committee/ Advisor Form

4. Prospectus for the Practicum

5. Statement of Agreement

6. Application for Comprehensive Examination

7. Dissertation Committee

8. Evaluation of Oral Examination