Doctoral Degree in CSP!




							Through the Doctoral program at the University of Maryland, students gain an opportunity to work effectively in developing professional competencies beyond the Master's level. General themes of the Doctoral program, curriculum requirements, and other relevant information is provided below. Program Goals and Themes: The goal of the Doctoral program is embodied in its course and curriculum. Throughout the program, four major themes are addressed. The College Student Population Student Affairs and Higher Education Administration Research Professional Concentration Doctoral Curriculum: Doctoral Seminars (6 hours) Professional seminars serve as a foundation for students beginning the Doctoral program, as an on-going opportunity to stay abreast of current professional issues, and as a capstone experience for students toward the end of their Doctoral course work. These three required doctoral seminars also provide a way of developing community among graduate students in the Doctoral program: EDCP 656U First-year Doctoral Seminar 2 credits EDCP 789L Professional Seminar 1 credit EDCP 789U Professional Capstone Seminar 3 credits The College Student Population (12 hours) Theoretical foundations of student development, special populations, and teaching and instruction are the focus of this theme. Prerequisites are one course in counseling theory and appraisal, and a supervised counseling practicum. EDCP 789V Advanced Seminar in College Student Development Theory EDCP 775 Facilitating Student Learning in Higher Education EDCP 612 Multicultural Counseling EDCP 789G Race/Ethnicity, Class, and Gender in Higher Education (or equivalent) Student Affairs and Higher Education Administration (9 hours) Study in higher education, organizations, management, environmental assessment, organizational change, and consultation is the emphasis of this theme. Prerequisites are at least one course in the organization and administration of student personnel services and either student affairs work experience or an appropriate student affairs administrative practicum or internship. EDCP 742 Examining College Environments and Outcomes A minimum of two 600/700-level courses in higher education administration Research and Evaluation (12 hours plus dissertation) This theme encompasses course work in statistics, research design, and a doctoral dissertation. Work in this area is predicated upon previous graduate-level course work in statistics and research methodology. For students who plan a qualitative dissertation, course work in this theme should be supplemented with specific qualitative methods courses. It is highly recommended that students take a research methods course which overviews various research paradigms before selecting a specific qualitative approach. EDCP 772 Research Design in College Student Personnel EDMS 651 Intermediate Statistics EDMS 771 Design of Experiments EDCP 773 Qualitative methods EDCP 899 Dissertation Professional Concentration (12 hours) This area consists of a minimum of four courses, or 12 hours. This concentration should be defined by the student and his/her program advisor based upon the student's professional goals and interests; it is an opportunity for the student to develop a particular area of expertise. To add breadth to their understanding in their area of concentration, students are encouraged to select appropriate courses from outside the College of Education. Examples of professional concentrations include student affairs research, teaching, visible racial/ethnic group students, organizational development, student leadership development, career development, counseling, special populations, higher education, and career planning and placement. Either the internship (EDCP 889) or a three-hour elective from one of the other theme tracks may be included in the Professional Concentration. Internship (3 hours) Doctoral students are expected to engage in a significant professional internship toward the end of their course work and after comprehensive examinations have been successfully completed. Each internship will be individually designed, dependent on that particular student's professional goals and on his/her previous and current experience. Requirements for each internship will take into consideration the student's previous professional experience, current assistantship or work experience, and professional goals. The nature of the work experience and the degree of supervision will be related to the scope of the additional experience required in the doctoral internship. For example, for Doctoral students without significant full-time professional student affairs experience, the internship will involve one semester of full-time experience, or the equivalent. Students with substantial full-time student affairs experience are also expected to engage in a significant but less extensive internship: EDCP 889 Internship 3 credits It also includes the expectation that the student will demonstrate professional competency through an intensive supervised internship. In addition, students are strongly encouraged to select other courses for program enrichment. Students are also encouraged to select courses outside the College of Education when possible, especially in fields that serve as foundations for student development theory, such as psychology and sociology. Other Degree Requirements / Information Doctoral Examinations: All candidates for the Doctor of Philosophy (Ph.D.) degree are required to complete and pass a comprehensive examination. The doctoral comprehensive examinations are a take-home examination and are one week long in duration. The examinations are administered twice per year, once in January and once in August. The examinations consist of three parts: the doctoral core (including one question each on student development theory, management and leadership in student affairs, and professional issues), a professional concentration, and a case study. Full-time doctoral students generally take the comprehensive examination in their third year of study. For more information about the doctoral comprehensive examination, please consult the Doctoral Comprehensive Examination Guidelines or contact the Comprehensive Examination Chair. Research Competency: All students must demonstrate research competency prior to advancement to candidacy. Students who completed a Master's thesis involving an empirical investigation may submit it for review to satisfy the research competency. Students who did not complete such a thesis or students whose thesis does not meet the criteria for research competency must demonstrate research competency by conducting an empirical study of equivalent complexity. Program Length and Expectations Generally, the program represents approximately 48-51 hours of course work, a professional internship, and 12 hours of dissertation beyond the Master's degree. A student with an assistantship can complete minimum course work requirements in two to two-and-a-half years after admission. In addition, Doctoral students are required to take comprehensive examinations toward the end of course work and must demonstrate research competency prior to advancement to candidacy. Other Program Requirements: Other program requirements are provided in the CAPS Student Handbook and the Graduate School Catalog. Students are responsible for consulting these and other appropriate documents as well as their advisor, the CAPS Department, the College of Education Graduate Studies office, and the Graduate School to keep abreast of degree requirements, policies, and procedures. Summary of Credit Hours Required In the Doctoral Curriculum Total Hours Required Professional Seminars: 6 College Student Population: 12 Student Affairs and Higher Education Administration: 9 Research and Evaluation: 12 Professional Concentration: 12* Internship: 3 Dissertation: 12 Grand Total: 66 _____ *Either the internship (EDCP 889) or a three-hour elective from one of the other theme tracks may be included in the Professional Concentration.