Course Purpose:

The purpose of the Doctoral Seminars is to provide a variety of academic, professional, and collegial experiences for doctoral candidates. Students entering the PhD program in Curriculum and Instruction are expected to register for Doctoral Seminar 1 in their first semester; they will complete the requirements during the first half of course work. Doctoral Seminar 2 is completed in the second half of coursework.

School of Education Conceptual Framework

The School of Education’s conceptual framework, “To Educate is to Redeem,” identifies six strands that describe the important learning outcomes for all programs in the unit. We believe that the following shared learning outcomes, organized by our conceptual framework strands, are essential in preparing educators and other school personnel who can fulfill the redemptive mission expressed in our conceptual framework.

Strand I: Worldview

This strand addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise. Graduates will be able to . . .

I.A Explain worldviews and trace their historical development

I.B Critique worldviews from a Christian perspective

I.C Integrate principles of a Christian worldview into their chosen fields of study

Strand II: Human Growth and Change

This strand addresses principles of growth, development, and learning and the use of these principles to effect positive change. Graduates will be able to . . .

II.A Describe human development

II.B Apply current theories of learning

Strand III: Groups, Leadership, and Change

This strand addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations. Graduates will be able to . . .

III.A Facilitate change in groups and organizations

III.B Relate effectively with various cultural, racial, and special interest groups

III.C Identify political and legal issues

III.D Manage human, financial, and material resources

III.E Demonstrate servant leadership

Strand IV: Communication and Technology

This strand addresses oral, written, intrapersonal, and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning. Graduates will be able to . . .

IV.A Communicate effectively in written, verbal, and non-verbal forms

IV.B Use electronic tools effectively for professional communication, teaching, and research

Strand V: Research and Evaluation

This strand addresses valuing and conduction disciplined inquiry for decision-making. Graduates will be able to . . .

V.A Read and evaluate research

V.B Conduct research

V.C Report research findings

Strand VI: Personal and Professional Growth

This strand addresses commitment to holistic personal and professional growth. Graduates will be able to . . .

VI.A Demonstrate continuing professional development

VI.B Demonstrate ethical behavior in all professional activities

VI.C Demonstrate balanced physical, mental, spiritual, and social development

Requirements for Seminar 1 (Repeat same activities with different content for Seminar 2):

1. Students will attend (CT, RE, PPG) two dissertation defenses and prepare appropriate response papers:

One defense should relate to focus/content area (if at all possible)

One defense should relate to methodology

The response paper will include the presenter’s topic/research methodology, a brief description of the content and outcomes, and a reflection statement on the process including reference to the value of the experience for future study and research development.

2. Students will attend three “on-campus” seminars and prepare appropriate response papers. Students should be ready to participate in questioning and discussion. Many of these will be in conjunction with the TLC-Mini Conference each semester which allows virtual participation. (CT, PPG)

The response paper will include date, presenter, topic, key ideas, highlights of discussion and personal reaction/reflection.

3. Students will attend at least one state, regional or national convention related to their area of focus.

Response papers will be submitted on sessions attended, evaluations, etc. (PPG) Response papers will include date, time, place, presenter, topic, key concepts, reaction and reflection.

4. Read and respond to two (2) doctoral dissertations completed at Andrews University. (Available as .pdf downloads through the James White Library.)

The response paper will include the researcher’s topic/research methodology, a brief description of the content and outcomes, and an evaluative statement on the dissertation including comments regarding research method, interpretation of results, conclusions, and recommendations.

All response papers are suitable for inclusion in the Professional Development section of the Portfolio.

Evaluation:

Grading for this class is S/U. Students who complete all requirements at an acceptable level of mastery receive an “S” grade. Students whose assignments are deemed “unacceptable” will receive feedback for revision/ improvement and be expected to resubmit their work.

Special Needs Accommodations

If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercises accessible for your full involvement. Support services for students with disabilities are available through Student Services or Karen Tilstra, (471-6205) Student Success Advisor.

Academic Honesty

Morally and spiritually, Andrews University is dedicated to scholastic integrity. Consequently, both students and faculty are required to maintain high, ethical Christian levels of honesty. You are encouraged to support the atmosphere of academic integrity by avoiding acts of academic dishonest and discouraging such acts in others. Participation in any of the following activities will qualify the student for disciplinary action as specified in the Student Bulletin.

Cheating: Using or attempting to use unauthorized materials, information, or study aids to gain an unfair grade advantage over other students in any academic exercise.

Plagiarism: Representing another's words or ideas as one's own in any academic exercise.

Multiple Submissions: Submitting the same assignment in two or more courses without obtaining the prior permission of the respective instructors.

Fabrication: Falsifying or inventing information or citations in an academic exercise.

Further Note

All students in this course are expected to read and be familiar with this syllabus. The syllabus has been prepared to assist you in understanding the scope of this course along with the type of instruction. Care has been taken in preparing this syllabus and it has been purposefully worded openly. However there may be times when the syllabus will need to be changed as necessary and appropriate. Any changes will be announced in class as far in advance as practicable.

(Use the following chart to track your progress in EDCI 889.)

EDCI889 Doctoral Seminar

Seminar 1

Week	Description	Activities (Check when completed)
1	Dissertation Defense 1
2	Dissertation Defense 2
3	On-Campus Seminar 1
4	On-Campus Seminar 2
5	On-Campus Seminar 3
6	Professional Conference Attendance
7	Dissertation Analysis1
8	Dissertation Analysis2

Seminar 2

Week	Description	Activities (Check when completed)
1	Dissertation Defense 1
2	Dissertation Defense 2
3	On-Campus Seminar 1
4	On-Campus Seminar 2
5	On-Campus Seminar 3
7	Dissertation Analysis1

Note: All times listed are in the Eastern Time Zone of the United States of America