DOCTORAL STUDENT HANDBOOK

EDUCATIONAL PSYCHOLOGY

2012 - 2013

Department of Educational Psychology Staff SZB 504 -- 471-4155 Dr. Cindy Carlson, Department Chair (cindy.carlson@mail.utexas.edu) Dr. Diane L. Schallert, Graduate Adviser (dschallert@mail.utexas.edu) Jena Crim Jena.Crim@mail.utexas.edu Employment/Appointments Nicole.Landes@mail.utexas.edu Registration Human Subjects/IRB Applications Pam.Larick@mail.utexas.edu Executive Assistant

Nicole Landes

Administrative Associate

Pam Larick Regina Smuts

Admissions Coordinator

Regina.Smuts@mail.utexas.edu Administrative Associate School Psychology & Counseling Psychology Virginia.Stockwell@mail.utexas.edu Student Matters Graduate Coordinator

Virginia Stockwell

Regina Smuts School Psychology & Counseling Psychology

TABLE OF CONTENTS
INTRODUCTION .................................................................................................................................. 2 INSTITUTIONAL ORGANIZATION .................................................................................................. 3 Structure of the Graduate School ....................................................................................................... 3 Structure of the Department of Educational Psychology ................................................................... 4 ADVISING AND REGISTRATION ..................................................................................................... 6 Late Registration ............................................................................................................................ 6 Dropping and Adding Courses ....................................................................................................... 6 Continuous Registration ................................................................................................................. 7 Full-Time Course Load .................................................................................................................. 7 Maximum Course Load .................................................................................................................. 8 Leave of Absence ............................................................................................................................ 8 Timely Completion of Degree ......................................................................................................... 8 Academic Warning, Dismissal, and Termination ........................................................................... 9 Grades/Symbols ............................................................................................................................ 10 DOCTORAL DEGREE REQUIREMENTS ........................................................................................ 11 Overview .......................................................................................................................................... 11 Core Area Courses ............................................................................................................................ 11 Options for Completing Core Area Requirements ....................................................................... 13 Methods Core Area........................................................................................................................... 13 Content Core Area ............................................................................................................................ 13 Course Waivers: Area of Specialization and Out-of-Department Requirements ............................. 15 Qualifying for Candidacy ................................................................................................................. 16 Required Coursework ................................................................................................................... 16 Qualifying Process ....................................................................................................................... 16 Qualifying Process Submission Schedule ..................................................................................... 17 Written Examination ..................................................................................................................... 18 Oral Examination ......................................................................................................................... 18 Effects of Area Probation on Qualifying Process ........................................................................ 19 Evaluation for Advancement to Candidacy .................................................................................. 20 Rubrics for Evaluating the Qualifying Document and Exams ..................................................... 21 Qualifying Process Ratings Reports ............................................................................................. 22 Admission to Doctoral Candidacy.................................................................................................... 23 Application for Doctoral Candidacy ............................................................................................ 23 Course Registration ...................................................................................................................... 27 Out-of-Department/Out-of-Area Courses .................................................................................... 27 Dissertation Process.......................................................................................................................... 28 Dissertation Proposal and Proposal Meeting .............................................................................. 28 Use of Human Subjects and the Institutional Review Board ........................................................ 29 Planning for Your Final Oral Meeting and Graduation .............................................................. 32 COMPLETING A MASTERS DEGREE EN ROUTE TO THE PHD .............................................. 34 Transfer of Credit for Masters degree ............................................................................................. 34 FINANCIAL ASSISTANCE ............................................................................................................... 36 Graduate School Fellowships ........................................................................................................... 36 Continuing Fellowships ................................................................................................................ 36 Harrington Dissertation Fellows Program .................................................................................. 36

Departmental and College of Education Scholarships and Fellowships .......................................... 37 Criteria for Awards ...................................................................................................................... 37 Nonresident Tuition Waivers for Fellowship Recipients .............................................................. 38 Additional Information for All Fellowship Recipients .................................................................... 38 Employment as a Teaching Assistant, Assistant Instructor, Research Assistant ............................. 38 Qualifications for Employment..................................................................................................... 39 Departmental Policies Governing TAs & AIs............................................................................ 40 Appointment Process .................................................................................................................... 40 Establishing Texas Residency....................................................................................................... 41 Student Loans ............................................................................................................................... 42 STUDENT PROTECTIONS ................................................................................................................ 43 Student Grievance Procedure for Academic Complaints ................................................................. 43 Petitions ............................................................................................................................................ 43 University Policies Protecting Students ........................................................................................... 43 Student Grievance Procedure for Non-academic Complaints .......................................................... 43 TA/AI Grievances ............................................................................................................................ 44 Office of the Ombudsperson ............................................................................................................ 44 Disabilities ........................................................................................................................................ 44 STUDENT RESPONSIBILITIES ........................................................................................................ 46 Contact Information.......................................................................................................................... 46 Scholastic Dishonesty ....................................................................................................................... 46 Ethical Behavior ............................................................................................................................... 46 Student Malpractice Insurance ......................................................................................................... 47 STUDENT OPPORTUNITIES ............................................................................................................ 48 Research with Faculty ...................................................................................................................... 48 Guidelines for Authorship ............................................................................................................ 48 Graduate Student Instructor Program ............................................................................................... 49 Interdisciplinary Study ..................................................................................................................... 49 Doctoral Portfolio Programs ....................................................................................................... 49 Ad Hoc Interdisciplinary Program ............................................................................................... 49 Dual Specialization ...................................................................................................................... 50 Professional Development Awards .................................................................................................. 50 STUDENT SUPPORT SERVICES ................................................................................................. 51 The Learning Technology Center (LTC) ......................................................................................... 51 Computer Services ........................................................................................................................ 51 Media Lab ..................................................................................................................................... 51 Wireless Computer Network ......................................................................................................... 51 The Perry-Castaeda Library (PCL) ................................................................................................ 51 Reserve Materials ......................................................................................................................... 52 Copying/Duplicating Services ...................................................................................................... 52 Library Searches .......................................................................................................................... 52 Graduate Student Writing Service .................................................................................................... 52 International Office .......................................................................................................................... 52 Parking Information.......................................................................................................................... 53 UT Shuttle Buses .............................................................................................................................. 53 Information Technology Services (ITS) ........................................................................................... 54 Intellectual Entrepreneurship (IE) .................................................................................................... 54

Student Services Building ................................................................................................................ 55 JOINING PROFESSIONAL ASSOCIATIONS .................................................................................. 56 American Psychological Association ............................................................................................... 56 Texas Psychological Association ..................................................................................................... 56 American Educational Research Association ................................................................................... 56 Appendix A Core Area Descriptions ................................................................................................. 57 Appendix B Area and Program Information ..................................................................................... 66 for the EDP Qualifying Process ........................................................................................................... 66 Appendix C En-Route Masters Specialization Requirements ......................................................... 71 Appendix D Samples of Dissertation Summary ................................................................................ 76 Appendix E Forms for your Final Oral ............................................................................................. 78

GENERAL RESOURCE WEBSITES Please make yourself familiar with the following resources! Educational Psychology UT General Information Bulletin Graduate Catalog Office of Graduate Studies (OGS) OGS Forms and Instructions Graduate Academic Policies Graduate Student Assembly edpsych.edb.utexas.edu utexas.edu/student/registrar/catalogs utexas.edu/student/registrar/catalogs utexas.edu/ogs utexas.edu/ogs/pdn utexas.edu/ogs/student_services/academic_policies utgraduatestudentassembly.org

ITS Help/Information utexas.edu/its/help/index.php (Information Technology Services) Research Design and Quantitative Methods Help Desk APA Style Manual Legal Services for Students UT Administration Campus Facts Campus Watch - To subscribe (daily reports of crime on campus) www.utexas.edu/its/rc

apastyle.org http://deanofstudents.utexas.edu/lss/ utexas.edu/administration/ utexas.edu/opa/pubs/facts/index.php utexas.edu/police/campuswatch/subscribe.php\

INTRODUCTION This handbook has been prepared by the Graduate Adviser and staff of the Department of Educational Psychology (Department) to help Educational Psychology doctoral students progress through their degree programs as smoothly as possible. Although this handbook is an excellent resource, it does not include complete information about area of specialization requirements. Your faculty adviser and area chair/program director will be able to assist you with requirements not covered in this handbook. This handbook does not contain complete information covered by General Information and The Graduate Catalog. These are available at utexas.edu/student/registrar/catalogs and are important resources with which students should become familiar. Too often, students rely on second-hand information instead of becoming informed consumers, and this often leads to trouble at the worst times. You are responsible for understanding the rules and policies that govern their academic degree. This handbook will assist in that process. You are advised to use all resources available to you and to plan well in advance to meet necessary deadlines. Always available to answer questions are the area chair/program director, the Graduate Coordinator, and the Graduate Adviser. Fellow students also may serve as an excellent resource. It is not recommended, however, that you rely on them entirely, because specialization, Department, and Graduate School policies and rules are dynamic, and they may apply to one cohort of students but not another. If you have any suggestions for revisions that would make the handbook more useful to you, please pass them along to the Graduate Adviser, Dr. Diane Schallert at Diane.Schallert@mail.utexas.edu or to the Graduate Coordinator, Virginia Stockwell, at Virginia.Stockwell@mail.utexas.edu.

Virginia Stockwell, Graduate Coordinator Diane Schallert, Graduate Adviser

INSTITUTIONAL ORGANIZATION The Department of Educational Psychology (Department) is situated administratively within the College of Education. As a graduate student, however, you were admitted to both the Department and to the Graduate School of The University of Texas at Austin, because all graduate degrees are the responsibility of the Graduate School. Thus, you are enrolled in the Graduate School, and your field of study within the Graduate School is Educational Psychology (when you receive your diploma, it will be for a Doctor of Philosophy degree your field of study and area of specialization are on record in our office but will not appear on your diploma). Structure of the Graduate School The Graduate School is composed of the Office of Graduate Studies (OGS), which includes the Vice President and Dean of Graduate Studies and her staff, and about 100 Graduate Studies Committees. The Vice President and Dean of Graduate Studies and the Graduate Assembly are responsible for overall policy and for the quality of graduate work. Each department or field of study offering a graduate degree has a Graduate Studies Committee (GSC) that is composed of all active assistant, associate, and full professors (tenured and tenure-track faculty). The GSC sets policy and supervises the Department's graduate programs. It has an elected Chair of the GSC. Each department on campus has a Chair who oversees the functioning of the department. Each department offering graduate work also has a Graduate Adviser (who serves as the administrative link between the Office of Graduate Studies and the departments, programs, or schools), as well as a Graduate Coordinator (a staff member who assists the Graduate Adviser). The Graduate Adviser is nominated by the Department Chair and approved by the academic dean or deans involved in the program. In the Department of Educational Psychology, Dr. Cindy Carlson is the Department Chair, Dr. Diane Schallert is the Graduate Adviser, Dr. Chris McCarthy is the GSC Chair, and Virginia Stockwell is the Graduate Coordinator. In addition to your Graduate Coordinator and Graduate Adviser, the Office of Graduate Studies (OGS) is the central source of information for graduate students. OGS is the office that administrates Graduate School matters and provides processes and guidelines for all stages of graduate study. OGS is located in the Main Building (Tower), Room 101. The legislative body of the Graduate School is the Graduate Assembly, a group of approximately 30 faculty members who are members of Graduate Studies Committees. Representatives are elected from among three groups of related academic disciplines. Six graduate students from degree programs across the Graduate School also serve as representatives on the Assembly (elected from members of the Graduate Student Assembly). Students from Educational Psychology sometimes serve in this capacity. The student organization concerned with issues related to graduate study is the Graduate Student Assembly (GSA). If you are interested in becoming a member, contact the Graduate Coordinator and she will assist you with the process.

Structure of the Department of Educational Psychology The structure of the Department is depicted on the general organizational chart (Figure 1). Although mostly self-explanatory, a brief explanation of several components follows. The Graduate Studies Committee (GSC). The GSC includes all tenured and tenure-track teaching faculty in the Department. The GSC establishes degree requirements and policies for department requirements, student evaluations, advancement to candidacy, periodic student reviews, and other graduate student matters. It elects a Chair and a Vice-Chair. Student Representatives. Student representatives are elected by their fellow students to attend the GSC meetings for discussions related to departmental policy and requirements, to serve on Standing Committees, and to provide some assistance for departmental functions. Two students represent each of the following: the masters degree areas, School Psychology, Counseling Psychology, and the Ph.D. academic areas. (All GSC discussion of specific student matters is confidential, and student representatives are not present at student evaluation or review meetings.) GSC Executive Committee (GSC EC). The purpose of this group is to make decisions on student matters in an expeditious manner. The GSC EC decides on student petitions related to, for example, a leave of absence, waiver of department requirements, etc. The GSC EC is composed of the GSC Chair and Vice-Chair, who are elected by the GSC every two years, and the Department Chair and Graduate Adviser, who serve as ex officio members.

Cindy Carlson, Chair

ACADEMIC & ADMINISTRATIVE STRUCTURE EDUCATIONAL PSYCHOLOGY DOCTORAL AREAS OF SPECIALIZATION

COLLEGE of EDUCATION Manuel J. Justiz, Dean

OFFICE of GRADUATE STUDIES Victoria Rodriguez Vice Provost and Dean

DEPARTMENT of EDUCATIONAL PSYCHOLOGY Cindy Carlson, Chair Jena Crim, Executive Assistant Nicole Landes, Administrative Associate

GRADUATE PROGRAM in EDUCATIONAL PSYCHOLOGY Diane Schallert, Graduate Adviser Virginia Stockwell, Graduate Coordinator

GRADUATE STUDIES COMMITTEE (GSC) All tenure/tenure track faculty in Educational Psychology -------GSC Executive Committee Tasha Beretvas, Chair Toni Falbo, Vice-Chair Cindy Carlson, Dept. Chair Diane Schallert, Graduate Adviser

DOCTORAL AREAS OF SPECIALIZATION

HUMAN DEVELOPMENT, CULTURE, & LEARNING SCIENCES Marilla Svinicki, Chair

QUANTITATIVE METHODS Keenan Pituch, Chair

SCHOOL PSYCHOLOGY Timothy Keith, Program Director

COUNSELING PSYCHOLOGY Christopher McCarthy, Program Director Ricardo Ainslie Kevin Cokley David Drum Aaron Rochlen Stephanie Rude Alissa Sherry

Germine Awad Keisha Bentley Toni Falbo Kristin Neff Erika Patall

Diane Schallert Marie-Anne Suizzo Richard Valencia Claire E. Weinstein

Tasha Beretvas Gary Borich Barbara Dodd Edmund Emmer Tiffany Whittaker

Greg Allen Cindy Carlson Stephanie Cawthon Kevin Stark Deborah Tharinger

ADVISING AND REGISTRATION

Students register for each semester and summer session through the Registrars Online Services (ROSE) at utexas.edu/student/registrar/registration. In order to register, you must first obtain written faculty adviser approval for your courses. Take that written approval to the front desk in the departmental office (SZB 504) to get cleared for registration. Being cleared for registration involves removal of the advising bar and course bars and placement on lists for courses. It is highly advisable to go immediately from advising to get cleared for registration, because courses sometimes fill up and our own EDP students, who delay getting cleared for registration, cannot get the courses they need. Late Registration Late registration is a serious matter. Because there are increasing budgetary issues, and because UT receives no funding and supervising faculty receive no credit for students who register after the 12th class day, students pay increasingly higher late registration fees, and the amount of paperwork (and legwork) needed to register late escalates quickly. The Dean of the Graduate School will not grant petitions for waivers of late registration fees. If you register late (or forget to pay for your classes on time and, therefore, have to register late), you must e-mail the Graduate Coordinator the circumstances that led to your late registration. These circumstances will be reviewed by the Graduate Adviser and, if there is still space available in the courses you need, and if she decides to petition the Dean to allow you to register late, you must complete the late registration form (utexas.edu/ogs/pdn/pdf/pet_late_registration.pdf), get it signed by the instructor(s), get the Graduate Advisers signature and the accompanying petition from the Graduate Adviser, walk it to the Deans Office in the Main Building (Tower), and plan to spend some time in three different Main Building offices and to pay the tuition, fees, and late fees the same day. Dropping and Adding Courses Students may drop or add courses (approved by their faculty advisers and cleared by Department staff) through ROSE during the first four class days of a long semester and the first two class days of summer sessions. Students may drop and add courses approved by their faculty advisers, and with the approval of the course instructor, through registration staff in SZB 504 during the fifth through twelfth class days of the long semester and the third or fourth class days of summer sessions. After these periods, students are permitted to add classes only under exceptional circumstances. If you add a class late, you must email the Graduate Coordinator the circumstances that led to your late course addition. These circumstances will be reviewed by the Graduate Adviser and, if there is still space available in the courses you need, and if she decides to petition the Dean to allow you to add the course late, you will need to complete the late registration form (utexas.edu/ogs/pdn/pdf/pet_late_registration.pdf), get it signed by the instructor(s), get the Graduate Advisers signature and accompanying petition from the Graduate Adviser, walk it to the Deans Office in the Main Building (Tower), and plan to spend some time in Main Building offices and to pay the tuition, fees, and late fees the same day.

7 Graduate students may drop a class through the last class day of a semester, and the instructor will assign a symbol of Q (Quit) or F (Fail). The form you will need to drop a class can be obtained from Virginia Stockwell in SZB 504. Because the form requires the signatures of both the instructor and the Graduate Adviser, it is best to decide to drop a course before the last week of classes. If you wait until the last week of class, you will need to walk the paperwork to OGS yourself in order to ensure timely recording of the change. Check your registration carefully! Please verify through ROSE, and with the instructor on the first day of class, that you are, in fact, registered for the courses you intend to take. Several students have received an F or NC (no credit) grade at the end of a semester after diligently attending class and completing assignments, but for the wrong class! This typically happens for courses with the same EDP course number, but different unique numbers, or for courses with the same names but different EDP course numbers. An F or NC grade cannot be changed except with approval of the Graduate Dean. The Graduate Dean does not take kindly to petitions of this nature from the Graduate Adviser, as graduate students are expected to be responsible and intelligent enough to ascertain they are in the correct class! Please, therefore, take the time each semester to be certain you register for the correct courses. Continuous Registration All students are expected to register and pay tuition and fees by the appropriate deadlines of the fall and spring semesters of each academic year until graduation (this continuous registration rule does not apply to summer sessions). Once the doctoral student has been admitted to candidacy, registration for dissertation hours is required each long semester until completion of the final oral defense meeting and graduation, whether or not the student is actually making any progress on the dissertation. A special exception exists only for Counseling Psychology and School Psychology students who successfully defend prior to the fall semester in which their internship begins (see page 26). If a student who is not on approved leave of absence fails to register for courses by the twelfth class day, and fails to complete the late registration process for the semester, he/she may not return without applying for readmission and paying the regular application fee. If the student is in candidacy, he/she must also pay for the missed semester(s) of full-time enrollment, if readmitted, in addition to any late fees assessed by OGS. The application is reviewed by the area of specialization chair, who may choose to readmit the student or to deny readmission. Full-Time Course Load Doctoral programs in Educational Psychology require full-time student status (at least nine hours) until the student has been approved for doctoral candidacy. Full-time status is also necessary to receive most University fellowships, reside in University housing, and be employed for an academic appointment (Teaching Assistant, Research Assistant, Assistant Instructor, etc.) Full-time student status is also required for visa permits for international students (until they reach candidacy) and is frequently required for student loans or deferment of

8 existing loans (check with your lender). Full-time registration in the summer, for the purposes of having an academic appointment (TA, RA, AI, etc.) is three hours (either summer session). Until the doctoral student enters candidacy, approval to take a reduced load (less than nine hours) requires a petition to the GSC Executive Committee (GSC EC) via the Graduate Adviser. Contact the Graduate Coordinator for complete instructions. Maximum Course Load The maximum course load for a graduate student in the long semester is 15 hours and 12 hours across the twelve weeks of summer sessions. A heavier course load must have the recommendation of the Graduate Adviser and approval of the Graduate Dean. Approval is granted only one time and under certain circumstances. Contact the Graduate Coordinator if you need to take more than the maximum number of hours. Leave of Absence Requests for a leave of absence must be recommended by the area chair/program director and be approved by the Graduate Adviser. Contact the Graduate Coordinator for instructions. If a student has been admitted to candidacy for the doctoral degree, the GSC Executive Committee (GSC EC) and Graduate Dean must also approve a leave of absence. If the leave is approved by the Graduate Adviser and GSC EC, the Graduate Adviser will petition the Graduate Dean for approval. The Graduate Dean approves such leaves of absence only in rare and unusual circumstances (typically documented medical reasons and never for financial reasons). A leave of absence must be requested and approved well in advance of the semester(s) for which it is requested. Because there are several steps to the approval process, students should plan adequate time to receive a decision. A student on leave of absence may not use University facilities or receive advice from any member of the faculty. To request a leave of absence, contact the Graduate Coordinator, Virginia Stockwell. Timely Completion of Degree Coursework (including courses used for the purpose of waiving degree requirements) to be included in the program of work for the doctoral degree must have been completed within six years prior to advancing to candidacy (although there may still be required coursework to be completed after filing for candidacy). The area chair/program director, and Graduate Adviser must approve any exceptions. Students have three years beyond admission to doctoral candidacy to complete the doctoral degree. After the three-year period, student progress will be reviewed annually by the Graduate Studies Committee (GSC), which may recommend additional coursework or termination if satisfactory progress is not being made. This recommendation is made to the Dean of the Graduate School.

9 99 (129) Hour Rule The Texas legislature does not like slackers! Therefore, members passed a law imposing nonresident tuition on all students (regardless of state residency classification) who exceed 99 hours for completion of the doctoral degree. Doctoral-level coursework is any coursework taken by a student seeking a doctoral degree after the completion of thirty semester hours of graduate credit; therefore, you will be subject to the 99 Hour Rule after you have completed 129 hours in your doctoral degree program (The first 30 hours of graduate coursework are considered to be master's hours, regardless if they are taken in a master's or in a doctoral program). NOTE: This rule does not apply to Counseling Psychology and School Psychology students -Based on national comparisons and standards requiring an excess of these hour limits, students in Counseling Psychology, School Psychology, and Clinical Psychology programs across the State of Texas are exempt from the 99/129-hour rule. Federal Financial Aid All students who are receiving federal financial aid are subject to the "excessive hours" limitations of the Office of Student Financial Services. A Satisfactory Progress Appeal form must be filed and approved in order for you to receive federal financial assistance if you exceed 40 hours for a master's degree, or 160 hours for doctoral degree (without a master's) and 140 hours for a doctoral degree (with a master's -- even if the master's degree is from another university, and regardless of how the degree was financed). In addition, there is a maximum amount students may receive from federal financial aid. Further information can be found at finaid.utexas.edu or by contacting your Student Financial Services representative. Academic Warning, Dismissal, and Termination Registration in the Graduate School beyond the first semester or summer session depends on three factors: 1) satisfactory progress in absolving any admission conditions; 2) maintenance of a GPA of at least 3.0 in all graduate coursework; and 3) approval of the students GSC. A graduate student whose GPA falls below 3.0 will be warned by the Office of Graduate Studies (OGS). The student must attain a satisfactory GPA during the subsequent semester or be subject to termination. The student may not drop a course or withdraw from a course during this period without approval of the Graduate Adviser and Graduate Dean. Unless the course is only offered CR/NC, doctoral students must pass all courses used to satisfy degree requirements with a letter grade of B- or better or retake the course (See, also, the Doctoral Degree Requirement section). NOTE: Students will be evaluated at least annually by their areas of specialization, and areas have guidelines that govern probationary status. Students should contact their area chair/program director to learn what circumstances can lead to probation.

10 The GSC may recommend termination if a student is not making satisfactory progress. An important determination of satisfactory progress is whether a student has passed or failed the qualifying examination process. The GSC may give the option of completing a masters degree to doctoral students for whom termination is recommended. This option, however, is not automatic. A student who has been dismissed or terminated may be readmitted to the Graduate School by petition to the GSC of the previous department, or by petition to the GSC in another department. Grades/Symbols For graduate courses within the Department, students may receive the following symbols: letter grades (A-F), credit/no credit (CR/NC), official withdrawal after the 12th class day (Q), temporary delay in reporting of the final grade (X), permanent incomplete (I), and ongoing coursework (*). Some courses, such as Department-required core area courses, must be taken for a letter grade. Some courses, frequently practicum or colloquium, are available only on a CR/NC basis. The ongoing coursework symbol (*) is used for dissertation courses where a final grade is given upon completion. Although internship may be ongoing, it is given a CR/NC grade each semester. When a student fails to complete the required assignments for a particular class, the instructor may elect to give the student a temporary incomplete (X). Incomplete Grades: Students receiving an X in a course must complete the necessary work for the course before the last class day of the next long semester or the X will automatically convert to a permanent incomplete (I) on the students record. Once this occurs, it cannot be changed. Students who wish to be employed for an academic appointment (TA, AI, GRA, etc.) may acquire no more than one X and one I, two Xs, or two Is. See utexas.edu/ogs/student_services/academic_policies/grades.html for more information. Do not delay completion of your work for courses in which you receive an X. Your work must be turned in to the instructor by the last class day of the following long semester in order for the Graduate Dean to consider it completed on time. It is recommended that you follow up with your instructor to be sure that the grade change has been made officially.

Nicole Landes Registration

11

DOCTORAL DEGREE REQUIREMENTS

Overview The flow chart on the next page depicts the Department requirements for a doctoral degree in Educational Psychology. Requirements include the following: six foundational (core area) courses (which include comprehensive examinations); passing the pre-candidacy qualifying exam procedure; completing three out-of-department/area courses; completing additional area of specialization requirements, including the specialized competency (set by the chair/program director of each area of specialization); and completing the dissertation and final oral. Each of these steps will be discussed below. Specific area of specialization requirements are available from the appropriate area chair/program director or assigned faculty adviser. All department and area of specialization requirements must be completed for a letter grade unless credit/no credit is the only option. Two approved out-of-department/area courses can be completed credit/no credit. Your area chair or assigned faculty adviser can assist you with acceptable options for this coursework (courses cross-listed with EDP and taught by EDP faculty, and the course 398T from other departments cannot be counted as out-of-department/area courses). Core Area Courses There are two core areas (Methods and Content) in which all Educational Psychology doctoral students are expected to demonstrate competence. Students who wish to waive one of the core area courses must submit a waiver form (contact Graduate Coordinator to obtain form and instructions). The Core Area Committee will review the waiver request and, if the waiver is not granted, the Committee will determine whether the student has the option to take a waiver exam (see Appendix A for core area descriptions, including more information about the waiver and exam process).

A N N U A L S T U D E N T R E V I E W

REQUIREMENTS FOR GRADUATION

DEPT. PRE-QUALIFYING PROCESS CORE AREA COURSES 3 courses each in Methods Core Area and Content Core Area -- and --REQUIRED AREA/PROGRAM PREQUALIFYING COURSEWORK

12

QUALIFYING PROCESS ADVISER SELECTED (work with adviser at least 1 year) QUALIFYING DOCUMENT SUBMITTED QUALIFYING EXAM(S)

EVALUATION BY THE GSC

APPROVED FOR CANDIDACY AREA PRE-CANDIDACY NONCOURSEWORK REQUIREMENTS SPECIALIZED COMPETENCY

TERMINATION

Possible Masters

CANDIDACY DISSERTATION PROPOSAL MEETING IRB PROCESS REMAINING COURSEWORK, INCLUDING OUT-OF-DEPT. CLASSES DISSERTATION AND FINAL ORAL

P R I M A R Y D O M A I N 1

INTERNSHIP (CP & SP STUDENTS) Ph.D. in Educational Psychology

& 2 C O

13 Options for Completing Core Area Requirements Option 1: Completion of Core Area Courses All doctoral students in Educational Psychology, regardless of area of specialization, must demonstrate generalized competency. This is demonstrated by completing designated course work in each of two core areas. Methods Core Area Two primary courses must be successfully completed (at least B-): EDP # Course Name 482K Experimental Design and Statistical Inference 380P Psychometrics: Theory and Methods Numerous secondary courses satisfy the rest of the Methods Core Area requirement. One secondary course is required and must be taken after successful completion of the two primary courses. Secondary course choices: EDP # Course Name 382K Correlation and Regression 382K Survey of Multivariate Methods 380P Applied Psychometrics 380P Item Response Theory 380P Test and Scale Construction 384 Qualitative Research Methods 380P Evaluation Models and Techniques Content Core Area The following courses are approved to satisfy the Content Core Area requirement. Students must successfully complete (at least B-) one course from each list and a third course from either list. Learning courses: EDP # Course Name 382L Psychology of Learning 382L Motivation and Emotion 382L Instructional Psychology Human Development & Social courses: EDP # Course Name 381M Seminar in Social Psychology 385 Individual through the Life Cycle 385 Child and Adolescent Social and Cognitive Dev.

14 Option 2: Core Area Course Waiver The GSC has approved a process for doctoral students to apply for a waiver from one or more core area courses (Note: secondary Methods Core Area Courses cannot be waived). The goal is to allow students who have had prior graduate courses that are the equivalent of existing core area courses to be excused from taking these again. The core area course waiver process will take place during the fall semester of the first year of a student's program. If a student chooses not to participate at this time, it will not be possible to do so in future semesters. Following are the procedures to be followed (the waiver form can be obtained from the Graduate Coordinator): 1) The coursework must: a. Substantially duplicate the content of the core area course for which you seek a waiver, b. Be graduate-level coursework, c. Have been completed with a grade of B or better. 2) Submit a "portfolio" showing your work in the prior course(s). This portfolio should include as many of the following items as possible: a. Course description and course syllabus, including readings; b. Textbooks, papers, projects, and other assignments, including transcripts showing grades you received; c. Exams and other indicators of proficiency, including grades you received. 3) Items missing from #2 should be summarized as best you can. Please be aware that a request for a waiver with no supporting material other than a transcript grade will not be successful, because the reviewers will have no basis for judging the nature of the content or your level of proficiency in it. 4) Submit these materials to the Graduate Coordinator's office (SZB 504) as soon as possible, but no later than 5pm the third Friday in September. Organize the materials carefully, with an index, and be sure identifying information and a page number is on each item. Core area course waiver requests cannot be submitted after the students first semester. 5) A committee for each core area, appointed by the Graduate Adviser, will review the requests for waivers. This committee consists of faculty in the area who teach the core area courses, and other faculty as needed. Students will be notified in writing of the committee's decision.

15 Option 3: Core Area Course Waiver Exams If a students core area course waiver request is denied, the core area committee may allow the student to take the corresponding core area course waiver exam. Examinations will be provided each semester; however, students may take the examinations only during their second and third semesters. Information about waiver exams is included in the core area descriptions (see Appendix A). Course Waivers: Area of Specialization and Out-of-Department Requirements Students may seek to waive either out-of-department course requirements or area of specialization course requirements, if the courses meet appropriate criteria. These waiver requests should be submitted as soon as possible in order to ensure approval for the program of work. For the area of specialization course requirement waivers, the following procedures apply: 1) The coursework must: a. Substantially duplicate the content of the course or requirement for which you seek a waiver, b. Be graduate-level coursework, c. Have been completed with a grade of B or better. For both types of waivers: 2) Course waiver forms are available by e-mail request from the Graduate Coordinator, as well as from the Counseling Psychology/School Psychology office. Submit the form to the appropriate faculty, as indicated on the form. 3) Submit whatever supporting documentation is requested by the appropriate faculty. 4) If approved by all appropriate faculty, submit the waiver to the Graduate Coordinator for inclusion in your student file and program of work.

16 Qualifying for Candidacy Qualifying for doctoral candidacy is a multi-faceted process. Required core area courses (including their comprehensive examinations) are an integral part of your qualifying process, as are the other coursework you have completed, your annual student review, and any requirements your area of specialization may have. Required Coursework All doctoral students must register for two semesters of EDP 396T (Qualifying Process Research) before the end of the semester in which they go through the qualifying process. Students must have successfully completed the six required core area courses during the semester prior to the one in which they go through the qualifying process. All coursework used to fulfill degree requirements must be taken for a grade unless the course is offered CR/NC only. The exception to this are the two CR/NC out-of-area/department courses allowed for EDP doctoral students. Qualifying Process 1. Students turn in their qualifying document and take their exam(s) no later than their 7th semester, unless a petition for an extension is approved by the GSC Executive Committee with the support of the area of specialization. Students must have completed the qualifying process in time to be evaluated at the regularly-scheduled fall or spring GSC meetings. 2. No later than their 4th semester, students should contact the Program Director or Area Chair to discuss the selection of their qualifying process adviser. 3. Each student will have a qualifying process adviser, chosen in accordance with the process developed by the students area of specialization. An evaluation committee, made up of two additional faculty, will be chosen by the adviser in consultation with the area and, when needed, in consultation with other EDP areas. 4. The written product that students submit must include a review of the literature and a proposal for a data-based study. The document must be the students own work to the degree that it would deserve first or sole authorship, and must be prepared under the supervision of a UTAustin EDP faculty person. 5. An additional form of evaluation is required that must include an oral exam. Each area will determine if a written exam is included in the evaluation process (currently, all areas and programs include a written exam except for School Psychology). 6. Recommendation for advancement to candidacy will be made to the GSC from the students area.

17

2012

2013
Spring Fall

2014
Spring Fall

2015
Spring Fall

Students beginning Fall 2012

Adviser assigned in August 2013 1st 396T 2nd 396T Complete 6 required Core Area Courses Turn in Qualifying Document OR

Fall

QUALIFYING DOCUMENT DUE 5TH SEMESTER or or

QUALIFYING DOCUMENT DUE 6TH SEMESTER

Adviser assigned in January 2014 1st 396T 2nd 396T Complete 6 required Core Area Courses Turn in Qualifying Document OR
QUALIFYING DOCUMENT DUE 7TH SEMESTER

or or

Adviser assigned in August 2014 1st 396T 2nd 396T Complete 6 required Core Area Courses Turn in Qualifying Document

or or

Qualifying Process Submission Schedule The schedule from submission of the qualifying document through oral examination is: Title and Summary: The titles and summaries (less than 115 words, including include analytic method) are emailed to the Graduate Coordinator no later than 5:00 pm the third Tuesday in August and the first Thursday in January. The Graduate Coordinator compiles the summaries and sends it to Area Chairs and Program Directors so that final committee selections can be made. Qualifying Document Due Date: Monday of the second full week of the semester in which the qualifying document is due. Qualifying Written Examination: (for all areas except School Psychology) To be held on Friday of the third full week of classes. Qualifying Oral Examination: To be held by Wednesday of the sixth full week of the semester.

18 Evaluation Committee Report and Recommendation: To be delivered by the qualifying process adviser to the Graduate Adviser's office immediately following the oral examination. GSC Vote: The Report and Recommendation of the evaluation committee is presented and acted on by the GSC on Friday of the sixth full week of the semester. Written Examination (not all areas and programs require a written examination)
After the qualifying document is turned in, faculty are not to advise the student about the document or possible questions that may be asked on exams. However, the adviser should have one meeting with the student about the general exam process.

The focus and purpose of the written examination is to obtain evidence that the student has gained a thorough knowledge of the topic, along with powers of critical analysis in interpretation of that knowledge, and skills of investigation or experimentation. You may be asked about any topic that you should have learned in one of the courses you have taken that a committee member is somehow reminded of by reading your qualifying document, even if you did not write about it directly. 1) Examiners. The student's three-member committee serves as the qualifying process evaluators for each student, with the students qualifying process adviser as one of these members and serving as chair. 2) Format. The written examination will consist of six essay questions, two submitted by each committee member. The student is to answer three questions, one from each examiner, to be weighted equally. Each question is labeled with the name of the submitting faculty person; the entire exam is evaluated by all three members of the committee. 3) Administration. A group administration of each students written examination is scheduled in a Sanchez Building computer lab on the Friday of the second week following submission of the qualifying document. Students are not allowed to have any materials with them during the written examination. 4) Evaluation. Each member of the students evaluation committee independently evaluates the students entire written examination. Oral Examination
After the qualifying document is turned in, faculty are not to advise the student about the document or possible questions that may be asked on exams. However, the adviser should have one meeting with the student about the general exam process.

The qualifying oral examination will pursue the designated topic and research study, the student's answers on the written examination (if applicable), and any other matters relevant to determining the students readiness for admission to candidacy. You may be asked about any topic that you should have learned in one of the courses you have taken that a committee member is somehow reminded of by reading your qualifying document, even if you did not write about it directly.

19 1) Timing. The oral examination must be taken as soon as possible after the committee has evaluated the written examination. 2) Administration. The members of the qualifying evaluation committee also serve as examiners for the oral examination. It is the qualifying process advisers responsibility to schedule the oral exam. Students are allowed to have a copy of the written exam, the qualifying document, and brief notes during the oral exam (other materials may be allowed by the qualifying process adviser). 3) Evaluation. When the oral exam is concluded, the student is excused and each committee member makes a rating of the exam, using the evaluation form provided for this purpose. The qualifying process adviser will inform the student of the committee recommendation to be made to the GSC. No final determination is made about the students status until the GSC meeting. Effects of Area Probation on Qualifying Process

Information particular to each area of specializations qualifying process can be found in Appendix B.

20 Evaluation for Advancement to Candidacy The qualifying process adviser serves as chair and coordinator of the qualifying process committee. Each committee member reviews coursework the student has completed. After evaluating all necessary evidence and discussing the case, the committee votes on the recommendation to the GSC regarding the students suitability for advancement to candidacy. The recommendation of the evaluation committee is by majority vote. If the vote is not unanimous, the evaluation committee will report the contrasting recommendations, and the reasons for them, to the GSC. The four options available to the students evaluation committee and to the GSC members in making a final decision about the student are as follows: 1) Continuation in the doctoral program with the recommendation for admission to candidacy when the required 6 core area courses have been satisfactorily completed (check with your area of specialization regarding the specialized competency requirement and other precandidacy requirements). 2) Continuation in the doctoral program with the recommendation for admission to doctoral candidacy when the regular requirements and certain specified conditions have been met within a specified amount of time (usually one or two long semesters). 3) Termination, with permission to take a terminal masters degree: These students may register only for courses counted toward the masters degree. 4) Termination: These students may not reregister. Evaluation committees recommendations are presented to the GSC for discussion and voting. The GSC members take into consideration the committee's recommendation as well as the student's academic record in making a final decision. Final decisions are made by majority vote of the GSC for each student. It is the responsibility of the students qualifying process adviser to convey this decision to the student at the earliest opportunity. Notification will also be sent directly to the student regarding the GSCs decision.

21 Rubrics for Evaluating the Qualifying Document and Exams

Rubric for Rating the Qualifying Document Any document receiving a rating of 2+ or less is considered not passing whereas a score of 3- or more is on the passing side of the scale. We recommend that you use the rating scale as follows: Most documents should receive a 3, a few may receive a 2 if they have important problems that need to be addressed, a few may receive 4's if they are remarkable, and 5's should be given to the rare gem. 1 2 The document is incomplete with large sections missing or severely flawed. This rating makes it clear that the student will need to redo the document. Although all sections have been provided, the document has flaws that are serious enough to indicate the need for it to be re-done. Examples of major flaws: the review is truly too narrow in scope; proposed study has a clear flaw in design that the student would benefit from re-thinking; connection between research questions, hypotheses, and proposed analyses is off in a major way.

2+ This rating (although still not a passing rating) is given when a document deserves a 2 except that its problems seem slightly less devastating than is implied by a rating of 2; with a 2+, there is clear indication that the reader is looking to the written exam (if applicable) and oral exams as avenues to assuage worries about the students understanding of the area and research process. 3- This rating indicates a document at a borderline pass; it fulfills requirements of a document deserving of a 3 but just barely; its possible with a 3- that responses on the written and/or oral exams might reveal more major problems or much better understanding. 3 All required sections of the document are there and done well. The review of literature is broad and deep enough to represent a good grasp of an area of educational research and the research question(s) follow(s) from the literature review in a coherent, reasonably well-argued way. Design and method are satisfactory and analyses proposed appropriate. There may be an oversight or less than adequate feature of the review, design, or analyses but this flaw is compensated for by the strength of the project as a whole. The document meets all the requirements as stated in 3 but there is, in addition, something remarkable and particularly well done about one or another of the sections of the document. There are no clear flaws, and the project is thoughtfully and gracefully executed. Every aspect of the document is excellent. The approach is thoughtful and sophisticated, the writing has the proper tone and authority for the area, and the proposed study is truly innovative, even cutting-edge. Rubric for Rating the Written Exam We would say that most written exams receive a 3, those with problems as specified below receive a 2, a few receive 4's if they are remarkable, and 5's are given rather rarely. All members of the committee read all three answers, and the rating of the whole exam is a holistic impression of the full exam. 1 2 Answers are clearly not complete or do not address the point of the questions. One or more answer is entirely missing. Every answer is there and represents a serious attempt at addressing the questions asked. However, one or more of the answers is truly weak (i.e., too brief, too incomplete, indicates a serious misunderstanding), and the responses that are not obviously flawed or weak are barely adequate.

4 5

2+ Answers meet the basic requirement of written exams deserving a 2 but one or more of the responses seems a little more adequate. 3- Answers to all three questions are adequate but barely so; or, one or two of the answers would easily get a 3 but one of the questions shows some misunderstanding or misinformation that will need to be addressed in the oral exam. 3 4 5 All three responses are to the point and bring in appropriate and relevant information to bear on the question. Good answers to all three. Answers are all very good, and one or two of them are impressive and bring in a fresh and interesting perspective. All three answers are outstanding and represent the sort of thinking we would expect from our most advanced students. Rubric for the Oral Exam 1 2 Student could not answer any substantive question posed and did not seem even to understand questions or to respond to hints provided by the faculty. A 1 would be given if a student so thoroughly freezes that the exam cannot proceed. Student seems not to know perspectives or information associated with the qualifying document in particular and the general discipline to which it belongs that we expect for someone at that stage. If a written exam was completed, student seems not to have tried to understand further issues or problems indicated by the questions asked on the written exam. These problems prevail across all questions.

2+ Oral deserves a rating of 2 except that there seems to be a slightly better understanding than is implied by a straight 2 rating. Nevertheless the oral performance is below a Pass criterion, and it is clear that major problems from other components of the qualifying process (the document or the written exam) are still unresolved. 3- Oral performance is barely above a Pass with adequate (but barely so) answers to issues raised. 3 4 5 Student seems to understand questions asked, is able to answer the questions adequately, and shows an ability to think on-the-spot. Student is able to answer questions that come from the broader discipline represented by the qualifying document area. Answers are thorough, right on the mark, and smoothly provided. There is no or little sense of defensiveness, and the student seems to understand thoroughly what the research process involves. The conversation at the oral is truly remarkable and impressive. The student seems to be very knowledgeable and thoughtful about the area chosen for the qualifying document.

22 Qualifying Process Ratings Reports (Students appreciate your feedback and will receive a copy) Student Name: Area: Semester/Year: Committee Member: Use the attached rubrics scale (1 5) to rate the following: Document _____ Written exam _____ Oral exam _____

Use the N, A, E scale described below to rate the categories of the qualifying document:
N = Below expectations A = Meets expectations E = Exceeds expectations
Rating Document Categories Comments Integrative Analysis Breadth of review of literature, including strengths and limitations Appropriateness of literature to rationale Accurate rendition of literature Research Study Methodological soundness (research questions follow from rationale, research design appropriately follows from the questions, and procedure and data analysis are sound) Importance - project must make a contribution either of a theoretical or practical nature, or both. Theoretical importance refers to advancing the disciplines basic understanding of phenomena Practical importance refers to findings from the study having the potential to provide realworld solutions for important societal and educational problems Summative Clarity of presentation (language allows reader to understand the literature, rationale, and proposed study) Overall conceptual coherence (integration of theory and research findings with the proposed research design) Advice to student about feasibility of this project for a possible dissertation topic

23 If you will be completing an en-route master's degree after you finish the qualifying process, please refer to page 34 and to Appendix C. Admission to Doctoral Candidacy Admission to doctoral candidacy represents the evaluation by the GSC that a student is appropriately qualified to pursue original research in the form of the doctoral dissertation. Admission to candidacy includes all of the following requirements: 1) Pass the pre-candidacy qualifying examination process and be recommended for admission to candidacy by the qualifying exam committee, the students area/program, and the GSC. 2) Complete area pre-candidacy requirements (including the specialized competency requirement), which are determined by the chair/program director of each area, and may vary slightly, depending on the students proposed dissertation research. In order to apply for candidacy, students must also have selected a supervisor for the dissertation, selected a topic (sufficiently developed for a comprehensible dissertation summary to be submitted), and secured agreement from the proposed members of the dissertation committee that they will serve. Application for Doctoral Candidacy The Application for Doctoral Candidacy is comprised of three parts: Information about the student, including the committee membership; the dissertation summary; and the program of work. The departmental approval process of the Application for Doctoral Candidacy includes the area chair/program director, all members of the dissertation committee, the Graduate Adviser, and the GSC Chair. Once approved at the departmental level, the student will be notified to apply on-line for the OGS approval process. Both processes can take considerable time, especially during the summer when many faculty are not available for approvals. Plan ahead! Program of Work: Students are sent a copy of their program of work each year. This program of work includes completed courses, waivers, and requirements still to be completed. Dissertation Summary: Students give the Graduate Coordinator a dissertation summary approved by their dissertation supervisor(s). This summary will be approved, also, by the GSC Chair and Graduate Adviser before becoming a part of the Application for Doctoral Candidacy. The dissertation summary should be concise (no more than 4300 characters, including spaces), and written in language understandable to the average educated layman. The first paragraph should provide background, problem statement, relevant theory, and purpose of the proposed research. The second paragraph should address methodology, including the number of subjects and data analysis strategy. Students may add a final paragraph or sentences regarding expected results and/or importance of the research. Citations are not necessary. Sample summaries are included in Appendix D.

24 Committee Membership: Membership of the dissertation committee is proposed by the student in consultation with the dissertation faculty supervisor and with approval of the Graduate Adviser. The dissertation committee advises on the research and writing of the dissertation. The supervisor ordinarily acts as the direct supervisor of the students work. Other members should be consulted when appropriate to their interest and expertise. Committees must have at least five members. Three of those members, including the supervisor, must be GSC members (tenure-track faculty) in Educational Psychology. The Department requires that at least one of your dissertation committee members be a full professor in Educational Psychology. The Department strongly recommends that at least two of your committee members be from your area of specialization, and that at least one committee member have expertise in your research methodology. Check with your proposed dissertation supervisor, also, about any area or requirements for dissertation committee membership. One committee member must be from outside the Department of Educational Psychology. If a student elects to have a scholar from off-campus serve on the dissertation committee, the scholar must e-mail his/her vita to the Graduate Coordinator, as well as a completed no-expense form verifying his/her ability to serve on the committee at no expense to UT (form can be obtained from Graduate Coordinator). The student must also email to the Graduate Coordinator a short statement about the expertise the member brings to the committee, and why that expertise cannot be provided by a UT faculty member. An off-campus committee member must also be appropriately credentialed to serve on a dissertation committee (i.e., have a Ph.D., J.D., or M.D. degree). Students may elect to have dissertation co-supervisors. One reason to have co-supervisors is if a student is collaborating on research and data collection with a faculty member outside of the Department. In that case, the out-of-department co-supervisor serves as the primary research supervisor and the Department co-supervisor serves as a secondary research supervisor. TIP: Students have found that a key factor in building a successful committee is early identification of faculty members. Faculty members are often unavailable to discuss possible committee membership during the summer, for example, or may already be serving on multiple dissertation committees. A more extensive search than originally planned may be required. Your proposal is not the same as your qualifying document. Instead, the dissertation proposal is basically the first three chapters of your dissertation. You will be working with your dissertation supervisor on your dissertation proposal. Students obtain approval for committee membership and send the names of the members to the Graduate Coordinator, who uses the list as a part of the Application for Doctoral Candidacy. After the Graduate Coordinator receives the approved summary and list of dissertation members, she will compile the Application for Candidacy and post it in UTs secure Webspace for reviews and approvals. After all reviews and approvals are received by the Graduate Coordinator, she will inform the student s/he may hold a dissertation proposal meeting and apply on-line for candidacy at the Graduate School.

25

THE BASICS: ADMISSION TO DOCTORAL CANDIDACY

Graduate Coordinator (GC) compiles program of work annually and sends to student for review. Student --Passes qualifying process and area requirements, including specialized competency. Writes summary:
o no more than 4300 characters, including spaces o no fancy formatting o include your sample size o include your methodology (e.g. , specific measures you intend to use, the statistical analysis, procedure for data gathering, if appropriate)

Obtains approval from dissertation supervisor for summary and sends to GC Obtains agreement from committee members to serve and then sends list to GC GC -Obtains approval for summary from GSC Chair and Graduate Adviser

Student -- Makes revisions, if needed GC -Compiles Application for Candidacy and posts to secure website

Student approves GC -Obtains approvals from Area Chair/Program Director, GSC Chair, Graduate Adviser, and committee members Notifies student to apply on-line with OGS and schedule dissertation proposal meeting (not necessary to wait for OGS approval for proposal meeting to be held)

GUIDELINES for FILING for CANDIDACY through GRADUATION

RECOMMENDED FOR CANDIDACY BY GSC Complete All Requirements for Admission to Candidacy Select Temporary Dissertation Committee Supervisor Register for EDP 395(s)

26

Select Supervisor and Committee Members

Submit approved dissertation summary APPLICATION APPROVED BY DEAN OF GRADUATE STUDIES Change EDP 395(s) to EDP x99R Complete Dissertation Proposal DISSERTATION PROPOSAL MEETING

Continuous registration in x99W each

Proposal Approved?

no

yes

OBTAIN INSTITUTIONAL REVIEW BOARD APPROVAL Conduct Study, Analyze Data, Write Dissertation Draft long Submit Final Dissertation Draft to Committee Members semester Submit Request for Final Oral to Office of Graduate Studies until dissertation is defended and approved
yes

FINAL ORAL EXAM ON DISSERTATION

Dissertation Approved?

no

File Electronic Copy of Dissertation with Office of Graduate Studies

27 Course Registration Once admitted to candidacy, the student must enroll each long semester in the dissertation course until the final oral defense meeting is successfully completed and the dissertation is submitted to the Graduate School. Students need not enroll in the summer for dissertation unless they are, in fact, actively working on their dissertation and using the time of their supervisor or committee members (this includes conducting the dissertation proposal meeting). The first semester, students must enroll in EDP 399R/699R/999R (the R stands for Reading). (The different numbers reflect the number of hours the student selects, which varies depending on the need for UT-based scholarships, employment, or housing; non-UT-based grants and scholarships; or loanbased funding. Students must contact the specific grantor for more information.) Following the first semester of dissertation course enrollment, the student consistently enrolls in EDP 399W/699W/999W (the W stands for Writing). (Enrollment in 399W does not mean you get to stop reading literature relevant to your dissertation!) For students who would like to begin work on their dissertation, but are not yet admitted to candidacy: Register for EDP 395 under the supervision of the proposed dissertation supervisor. If the students candidacy papers are approved by OGS in the first 6 weeks of a semester, EDP 395 will be dropped and dissertation hours (EDP x99R) will be added for that semester. Once students are admitted to candidacy by OGS and are registered for dissertation hours, they may apply for a study room in the PCL. These study rooms usually have a desk and a drawer, a bookshelf, and two chairs. (Occasionally, students have to share a study room with one other graduate student.)

Note: School Psychology and Counseling Psychology students who defend their dissertations
during the spring or summer prior to their internship (prior to the first day of fall semester classes) do not have to register for dissertation hours throughout their internship. These students will not turn in their dissertations to the Graduate School until the last summer/semester of their internship. They are, however, responsible for making any corrections to their dissertations in as short a time as possible. Under these circumstances, if a student is not ready to upload the dissertation and graduate the last summer/semester of internship, that student will be responsible for registration and payment of all missed sessions of dissertation hours. Out-of-Department/Out-of-Area Courses The purpose of out-of-department/area courses is to augment the program of work with the interdisciplinary perspective that is appropriate to most areas of study. Two approved out-ofdepartment/area courses may be taken credit/no credit. One approved upper-division course may be included. Educational Psychology courses that are cross-listed in other departments and taught by EDP faculty, or 398T taught in other departments, may not be counted as out-of-department courses.

28 Dissertation Process A candidate for the Ph.D. degree is expected to complete the dissertation requirement within three years after admission to candidacy. During one of the semesters after being advanced to candidacy, the student must enroll in EDP 196: Colloquium-Doctoral Research, which consists of individual presentations by students of their dissertation research. EDP 196: Colloquium-Doctoral Research is offered every long semester. Dissertation Writing Resources Dissertation Templates webspace.utexas.edu/cherwitz/www/ie/disslist.html http://www.utexas.edu/ogs/pdn/downloads Dissertation Proposal and Proposal Meeting Students complete their dissertation proposal under the supervision of their dissertation supervisor. Generally, the dissertation proposal consists of the first three chapters of the dissertation: Introduction; Literature Review; and Method. Introduction The first chapter should explain why your study is necessary, and should be about 10 pages. Literature Review When working on this chapter (20-40 pages), be very careful to write everything in your own words. Occasionally, a student who has worked very long and hard reviewing and making notes will include wording but forget the source of those words. Method This section is 10-20 pages and presents your methodology. Dissertations in the Department of Educational Psychology must be written in accordance with APA style. Therefore, it is essential that students obtain and follow closely the Publication Manual (6th Ed.), American Psychological Association (available at apa.org/books/4200061.html). Other good resources for writing the dissertation proposal include: Cone, J. D. & Foster, S. L. (1999). Dissertations and Theses from Start to Finish in Psychology and Related Fields. American Psychological Association (available at apa.org). Patton, J. L. (2000). Proposing Empirical Research. Pyrczak Publishing. (P.O. Box 39731, Los Angeles, CA 90039). When the dissertation supervisor and committee members agree that the proposal is close to completion, the student should schedule the dissertation proposal meeting. The dissertation proposal meeting is an examination of the proposal and proposed study by the committee as a whole. It is also a collaborative work session in which potential problems in the proposal can be faced and addressed. It might help to think of the dissertation committee as the board of directors who are approving the proposed project. You have named them to your board because of their expertise to advise you, which means they are likely to have some ideas for revision of your proposed dissertation summary. Occasionally, the dissertation committee will view the revisions necessary to the proposal to be substantial, and the members will request a second dissertation proposal meeting. More commonly, the outcome of this meeting will be approval of the dissertation proposal with revisions that should be documented by the student and the supervisor.

29 Please note that decisions made at the dissertation proposal meeting are obligatory. To change decisions determined at this meeting (e.g., sample size, measurement devices), it is appropriate to communicate with all committee members and obtain their consent. Any change in committee, must go through a formal process for approval (contact the Graduate Coordinator for instructions). TIP: Be sure to start early in scheduling the dissertation proposal meeting. Once your committee members agree on a time, you may schedule a room for your dissertation proposal meeting through one of the staff in SZB 504. Your committee members should receive a full copy of the dissertation proposal at least two weeks before the meeting is scheduled. Some students have said that the hardest part of their entire dissertation process was getting five faculty schedules coordinated for a single two-hour period. (Have you heard the joke about faculty cooperation? it is akin to herding stray cats.) The form that must be submitted (can be given to the Graduate Coordinator) after your proposal meeting includes information regarding the success of your proposal, or any conditions you must satisfy. While working on the dissertation, you must remember to complete all remaining departmental and area of specialization requirements, as well as to register continuously for the dissertation hours. Use of Human Subjects and the Institutional Review Board With approval from your committee at the dissertation proposal meeting, you are ready to carry through with the data collection and analyses for your dissertation. It is expected that you will continue to do so under the close supervision of your dissertation supervisor. Under most circumstances, students are not allowed to begin data collection in connection with their dissertation until they have conducted a successful dissertation proposal meeting. Researchers should become familiar with the IRB (Institutional Review Board Procedures Manual for Faculty, Staff and Student Researchers with Human Participants -utexas.edu/research/rsc/humansubjects/policies/index.html. All dissertations that involve data from human participants now require filing an application with The Universitys IRB, so you should discuss this with your dissertation supervisor early in your dissertation process. If you are using existing data, you may contact the IRB directly (471-8871) to find out how to proceed. Approval to be excluded from the application process is done on a case-bycase basis only by the IRB. Educational Psychology student researchers who propose to engage in any research, demonstration, development, or other activity involving the use of human subjects must have prior review and approval of that activity by EDPs Departmental Review Committee (DRC), which is the officiallydesignated representative of the IRB. Student researchers gain the approval of the DRC by submitting an application to the IRB on its website. The EDP DRC is then notified and the students application is reviewed by the three faculty who comprise the EDP DRC.

30 All research projects will fall into one of three categories: Exempt and Expedited (Minimal Risk subject to expedited IRB review procedure)* Full Board (More than Minimal Risk -- subject to Full Board review *these categories are further explained at research/rsc/humansubjects/policies/section6.html. TIP: Under Step 2, #3, Department Review Chair, enter Toni Falbos EID (FALBOTL); for #4, Research Assistant/Project Coordinator, enter Nicole Landes EID (LANDESNL). Nicole will submit a copy of your proposal to the DRC for approval. Once the DRC has approved your study, it is automatically submitted to the IRB for approval. In order to receive approval, you must complete the on-line training found at utexas.edu/research/rsc/humansubjects/training/index.html. The User Guide is available at utexas.edu/research/rsc/humansubjects/userguide.html. Tips for completing the application are available at utexas.edu/research/rsc/humanresearch/users_guide/stepbysteptips.php. FAQs are located at utexas.edu/research/rsc/humansubjects/faqs/index.html. If your project must receive Full Board review, other deadlines apply. The Universitys IRB meets once a month for Full Board reviews, and the deadline for submission of materials is very strict and well in advance of the meeting. If revisions are necessary, a second IRB review will take place. The deadline schedule can be found at utexas.edu/research/rsc/humanresearch/dates_deadlines/deadlines.php. For questions about deadlines, email ORSC@uts.cc.utexas.edu or call 471-8871. You will be working closely with your dissertation supervisor, who is a good resource. In addition, complete, up-to-date information is available at utexas.edu/research/rsc/humanresearch/index.html. Departmental Subject Pool In conducting original research and/or completing the dissertation, student researchers may request the use of the Departments subject pool. Students in selected EDP courses will constitute the pool: 371 (Introduction to Statistics), 363 (Human Sexuality), 363M (Adolescent Development), and 310 (Individual Learning Skills). How to Obtain Student Subjects. Application to the subject pool must be completed by the principal investigator on-line at http://www.edb.utexas.edu/education/departments/edp/curriculum/subjectpool/researchers/. Once the application is complete, select Print Request Form. Attach any measures used to the hard copy of the completed form and submit the hard copy to Nicole Landes (SZB 504) no later than 5 p.m. on the 12th class day*. She will submit all requests to the TA/Subject Pool Coordinator assigned to assist the committee and coordinate activities. *Specialized Subject Requests. Because subjects now register on the EDP website, they can sometimes be assigned based on demographic characteristics (e.g., Male, Hispanic, Sophomore).

31 You may also post your own potential screening questions or criteria, but all such submissions must be in to Dr. Diane Schallert (dschallert@mail.utexas.edu), Chair of the Subject Pool Committee, by Wednesday, one week prior to the beginning of classes, to allow time for inclusion on the website. You should include no more than five questions. All questions will be reviewed by the Chair of the Subject Pool Committee before being added to the website. They will not be added if there appears to be any psychological risks or issues of confidentiality about administering them to the entire pool of potential subjects. Note: You are not allowed to enroll participants or collect data for your study until youve received final IRB approval. Your study must be approved by the EDP DRC by the 12th class day in order to submit the request, and you must have received IRB approval by the third Friday of the semester in order to be assigned participants. It is, therefore, very important to begin the IRB process as early as possible. The Subject Pool Committee (SPC) will meet after the 12th class day to allocate subjects for the different studies. Conduct of the Researcher. You are expected to adhere to APA standards in the conduct of the study. Please consult the APA publication, "Ethical Principles of Psychologists" for more information (apa.org/ethics/code.html). Also, please observe the following procedures: 1) You must provide ample opportunities for students to complete the study (i.e., sufficient numbers of sign-up times at convenient hours and locations). Class time cannot be used to conduct the research. 2) All research must be completed three weeks before the last day of class. 3) Record attendance on-line as soon as students fulfill their participation requirement, and no later than three weeks prior to the last day of classes. 4) When students finish their participation, you should provide each with a written receipt so that they can prove participation, if necessary. Students who choose not to participate, for whatever reason, will be given an alternate assignment, so an accurate record of participation is important. 5) You should provide feedback - oral or written, preferably after each session - so students can have a better understanding of and appreciation for research in educational psychology. Information for Graduate Student Researchers. You must have a faculty sponsor for your research. If your study is part of your dissertation, you need the sponsorship of your committee supervisor, and you must have successfully completed your dissertation proposal meeting (except if you are conducting a pilot study or if your supervisor approves a special circumstance). If you have any questions about a policy matter, contact the Subject Pool Committee Chair, Diane Schallert. If you have questions about the students assigned to your study or subject pool procedures, contact the Subject Pool Coordinator.

32 Planning for Your Final Oral Meeting and Graduation The semester before you plan to graduate, you should thoroughly review the Graduation Guidelines and Deadlines on the OGS website (utexas.edu/ogs/pdn). This site also includes all forms necessary for your final oral defense meeting and graduation. OGS and our department recommend you provide a copy of your dissertation to committee members at least two weeks in advance of the completion of the Request for Final Oral (that is, four weeks prior to your final oral). Final Oral Meeting You should work closely with your dissertation supervisor throughout the dissertation process. Together with your supervisor, you will determine when you are ready to schedule the final oral defense meeting. You should follow your supervisors advice regarding your readiness for this final step in the process. Usually, when students are anxious to finish and the supervisor is requesting further revisions, it is for a good reason. Revisions requested by the supervisor reduce the probability of serious and substantive issues being raised by your committee members during the final oral defense meeting. In short, you are more likely to pass your final oral defense meeting if you follow the advice of your supervisor. Students should give copies of their dissertation to their committee members at least one month before their final oral. Committee members are not required to sign the Request for Final Oral if they have not received a copy of the dissertation in advance. At least two weeks in advance of your final oral defense meeting, the signed Request for Final Oral (also known as the pink sheet) must be submitted to the Office of Graduate Studies (OGS), along with your vita, abstract, and signature page for a pre-final oral format check. Each member of your committee, as well as the Graduate Adviser, must sign the Request for Final Oral form, which you can complete and print (on pink paper, available in SZB 504) from the OGS website: utexas.edu/ogs/pdn. If you have any questions about the form or process, contact the Graduate Coordinator. Sample forms can be found in Appendix E. Discuss with your supervisor expectations for your conduct at the final oral defense meeting. In general, students give a brief (10-15 min.) summary of their dissertation, including hypotheses and key findings. Sometimes overheads and/or handouts may be used, but these are not considered necessary. Keep your opening statement brief, because the purpose of the final oral defense meeting is for the committee members to ask you questions and to provide you with their views of your work. Be sure to bring your dissertation signature sheets (at least two) to be signed at the end of the final oral defense meeting in the event that you pass your defense. All members must sign the signature sheets (including members who are not present at the final oral). Dissertation defense meetings generally go well (i.e., there is a unanimous vote to pass the student). Some revisions of the document are almost always requested. Be sure to leave time to complete these before the deadline to submit your dissertation to the Graduate School (5:00 p.m. the last day of class). The committee may choose other options than Pass. These include the following: Reconsideration, Not Pass, and Fail. Reconsideration indicates that extensive revision is necessary, but the committee is willing to examine the rewritten dissertation without a second final oral defense meeting. Not pass

33 indicates that the committee is not satisfied with the dissertation but believes it could be made satisfactory with rewriting and another oral is scheduled. Fail indicates that at least one member of the committee has decided the dissertation is unsatisfactory and the candidate may not rewrite. After your final oral, the Report of Dissertation Defense (gold form) must be returned to the Graduate Coordinator. You retain the white signature sheets and turn one in to OGS with other required materials the summer or semester you graduate (after your corrected dissertation has been uploaded.) Submitting the Dissertation Students must submit their dissertations to OGS in an approved format for preservation and publication. Dissertation procedures and guidelines for formatting, copyrighting, and digital formatting of the dissertation are available from the OGS website at utexas.edu/ogs/pdn. Remember: In the Department of Educational Psychology, dissertations must follow the APA style guidelines as published in the Publication Manual (6th ed.) (apa.org/books/4200061.html). The Graduate School provides templates for dissertations, which are recommendations for formatting -EDP students use APA style for headings, references, and citations of their dissertations. Everything else will be according to the OGS template. Be sure to provide your dissertation supervisor and committee members a final dissertation; this is especially important if you wish to be considered for one of the annual dissertation awards.

Note: School Psychology and Counseling Psychology students who defend their dissertations
during the spring or summer immediately prior to their internship (prior to the first day of fall semester classes) do not have to register for dissertation hours throughout their internship. These students will not turn in their dissertations to the Graduate School until the last summer/semester of their internship. They are, however, responsible for making any corrections to their dissertations in as short a time as possible. Under these circumstances, if a student is not ready to upload the dissertation and graduate the last summer/semester of internship, that student will be responsible for registration and payment of all missed sessions of dissertation hours. Procedures for Graduation Procedures for graduation are available on the OGS website (utexas.edu/ogs/pdn). Be sure to submit your Degree Candidate Form before the deadline! The Graduate School has a graduation ceremony only in May. Students who graduate during the summer or fall are invited to the following May ceremony. To this end, students should be sure to keep their e-mail addresses updated in UTDirect and to not restrict their e-mail address information. If restricted, the Graduate School will not be able to send notification regarding graduation. General information about the graduation ceremony can be found at utexas.edu/ogs/student_services/convocation/.

34

COMPLETING A MASTERS DEGREE EN ROUTE TO THE PHD

Doctoral students who do not already have a masters degree in the field of psychology or education often complete an M.A. degree en route to the Ph.D. by turning their qualifying document into a masters report. This is recommended for students who need a masters degree in order to gain employment before the doctoral degree is earned (in addition, many internship sites give priority to students who already have their masters degrees). Also, some students find it useful to earn an enroute masters degree with a specialization in Program Evaluation or Quantitative Methods (even those who previously earned a masters in another area). Students will have already completed the majority of the department requirements for the M.A. degree in their own specialization as part of their required course preparation for the qualifying examination. Most additional course requirements, e.g. two out-of-department/area courses (one for CR/NC and one for a grade) or courses to count toward a masters specialization, also apply to the doctoral degree. Thus, the only additional step that a student usually needs to take to complete the M.A. in the same area as the doctoral program is to register for the Masters Report (EDP 398R) in the semester he or she wishes to receive the masters degree. Contact the Graduate Coordinator if you will be getting an en-route masters degree so she can prepare your program of work and let you know what coursework you still need to complete. Educational Psychology offers two masters specializations that are not specific to the specialization to which doctoral students are admitted. These are Program Evaluation and Quantitative Methods. For these, additional coursework is required that is not included in the students doctoral program of work. More information about these can be found in Appendix C. The master's report committee is comprised of a supervisor and a reader (or co-supervisors). Students should work with their master's report supervisor in choosing an appropriate reader. Although not necessary, it is often advisable for students to choose their master's report committee members (both supervisor and reader) from the qualifying exam committee, as these faculty are already familiar with the document. Students should expect to make both editorial and substantive changes, as requested by the master's report committee, in converting the qualifying document to a master's report, including the possibility of adding a discussion relevant to the specialization. For this reason, it is important students consult with both committee members early in the process regarding each member's expectations. The Department requires APA formatting for your report/thesis. APA style guidelines can be found in local campus bookstores, or at the APA website (apastyle.org). The Graduate School provides templates for reports and theses, which are recommendations for formatting -- EDP students use APA style for headings, references, and citations of their dissertations. Everything else will be according to the OGS template. A specific page length is not required; however, between 50 and 70 pages is typical. Transfer of Credit for Masters degree Approval to use non-UT coursework to fulfill the out-of-department/area requirements of a masters degree is limited to six semester hours of approved graduate-level coursework in which a grade no

35 less than B was earned and which is not older than 6 years at the time you will receive your masters degree. If you wish to transfer six hours of graduate credit from another university, you will need to follow these steps: 1) Obtain the approval of your program chair/director (department form available from the Graduate Coordinator in SZB 504, or by e-mail request). 2) Complete the required OGS form, which can be found at utexas.edu/ogs/pdn and obtain the approval of the Graduate Adviser. 3) Provide to OGS an official explanation of the course numbering and grading system at the university from which the credit was earned. Note: Non-UT coursework older than 6 years at the time of masters graduation will not be accepted by OGS for use in the masters program of work. The transferred coursework will count in the total number of hours required by OGS for a masters degree, but it will not appear on the official student record maintained by the Registrar or on the students transcript, and will not be included in the graduate grade point average (GPA). Students are strongly encouraged to request formal approval for course transfers before the end of their first year of masters work. Students should not take courses required for their program of work at another institution during the semester they plan to graduate because the grades will not be received in time for graduation certification. More information on this topic can be found at utexas.edu/student/registrar/catalogs/grad03-05/ch3.

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36

FINANCIAL ASSISTANCE
This section of the handbook provides information about the following sources of financial aid for graduate students: UT graduate fellowships, departmental fellowships, Teaching Assistant/Assistant Instructor/Graduate Research Assistant employment; other employment opportunities; and student government loans. Graduate School Fellowships Complete information on many sources of funding can be found at utexas.edu/ogs/funding/. Educational Psychology students may apply for the University Continuing and Harrington Fellowships through the Department. These fellowships are highly competitive and the Department is permitted to nominate only three students. Instructions for applying for the Continuing and Harrington Fellowships will be e-mailed to students early in February each year. Continuing Fellowships Continuing Fellowships are designated for graduate students beyond their first year of graduate study. In evaluating the nominees, the greatest emphasis is put on outstanding academic accomplishments since entering graduate school. The committees are interested in publications, research projects, letters of recommendation, etc. Importance is placed on the students description of progress and plans for his/her scholarly endeavors (i.e., program of research), so this should be prominently featured in the Statement of Purpose. The full Continuing Fellowship stipend for 2011-2012 is $18,000; this is paid monthly (over 9 months). Students receiving a full fellowship also received a waiver (if needed) to pay in-state tuition, approximately $3,566 per long semester in tuition and fees support, and an extra $1,119 to help defray the costs of medical insurance. Harrington Dissertation Fellows Program The Harrington Dissertation Fellowship is one-year, two-year, or three-year award for graduate students. Recipients are appointed for 12 months and receive a stipend of $36,000 in addition to full tuition and fees and $2,000 for student medical insurance. Harrington Dissertation Fellows may not simultaneously hold any other fellowship or scholarship awarded by the University. Applicants should follow directions for the Continuing Fellowship.

37 Departmental and College of Education Scholarships and Fellowships Numerous graduate fellowships (which reflect endowed monies) are administered through the Department. At the present time, there are eight awards administered through the Department: Typical amount Christine Warren Anderson Scholarship $1,000 Oliver H. Bown Endowed Fellowship in Educational Psychology $1,000 Educational Psychology Endowed Scholarship in Education $1,000 EDP Facultys Excellence Award $1,000 Royal B. Embree, Jr. Endowed Presidential Scholarship $2,500 Bascombe Royall and Frances Fallon Fuller Fellowship $4,000 William L. Hays Endowed Fellowship in Educational Psychology $1,000 H. Paul and Decourcy Kelley Endowed Fellowship in Psychometrics $1,000 Saul and Bernice Manaster Endowed Fellowship $1,000

In addition, there are several College of Education scholarships and fellowships which are administered by the Department. These vary from year to year but usually include the following: Typical amount Education Annual Fund Endowed Presidential Scholarship $2,500 Alexander Caswell Ellis Fellowship in Education $3,000 Joseph L. and Katherine D. Henderson Foundation Scholarship $1,000 Lorrin G. and Laura D. Kennamer Endowed Presidential Scholarship $2,500 Teresa Lozano Long Endowed Graduate Fellowship $1,000 George I. Sanchez Endowed Presidential Scholarship $2,500 Jamail Endowed Scholarship in Education $2,500 Criteria for Awards All qualified students pursuing a graduate degree in Educational Psychology, who apply for a Continuing Fellowship, are automatically considered for any of the departmentally-administered fellowships. Fellowships are designated as "competitive academic scholarships." The criteria for awards are based on academic achievement, including, but not limited to, the following: GRE scores GPAs, including upper-division and graduate work Letters of recommendation (must be current letters) Personal statement of career goals and interests Research, publication, and other scholarly activities since entering graduate study Community and other activities related to and supporting career goals

Because these are competitive academic scholarships, recipients who are classified as nonresidents for tuition purposes are eligible to receive a waiver of the nonresident portion of their tuition, if a tuition waiver is available (see Nonresident Tuition Waivers for Fellowship Recipients). Because these fellowships are based on merit, a students residency is not considered as one of the criteria for an award.

38 Nonresident Tuition Waivers for Fellowship Recipients A nonresident tuition waiver means that an out-of-state student pays in-state tuition rates. Current state law strictly limits the number of students in state-supported colleges and universities who can receive a nonresident tuition waiver, and all of the recipients must have received a fellowship of at least $1,000. At the present time, only about 900 undergraduate and graduate UT-Austin students are allowed to receive a nonresident waiver. Of those, Educational Psychologys current allocation is 14 nonresident tuition waivers per long semester, so this waiver is not automatic and not all fellowship recipients will receive one. In addition, departments receive half of their long-semester allocation to cover the summer, so even fewer eligible students will receive waivers for summer. Additional Information for All Fellowship Recipients University Fellows must maintain a 3.0 GPA. University Fellows must be full-time students (i.e., registered for a minimum of nine credit hours per long semester), and must continue in the graduate program for which they have been nominated for the duration of the fellowship award. Fellowship stipends are subject to federal income tax. Students with work appointments will have federal income tax withheld from their paycheck on the portion earned as an employee. A fellowship/work stipend may make students ineligible for any government loans (if the amount equals or exceeds the students cost of educationsee utexas.edu/business/accounting/sar/t_f_rates.html for listing of costs). Employment as a Teaching Assistant, Assistant Instructor, Research Assistant The Department hires 30-50 Teaching Assistants per year. For 2011-2012, a 10-hour Teaching Assistant appointment yields a salary of $3,051 for one long semester ($678/month). The Department hires approximately 12 Assistant Instructors per year. A 10-hour Assistant Instructor position yields a salary of $3,373 for one long semester ($749/month). Appointments are always for one semester at a time. TAs and AIs are also eligible for tuition assistance, based on the number of hours of their appointments. Current information can be found at utexas.edu/ogs/employment/tuition/. Half-time employment at UT as a TA, AI, or Graduate Research Assistant (GRA) will allow nonresident tuition to be waived such that the student (and spouse and children) can pay in-state tuition. Half-time UT employees are also eligible for staff benefits, a faculty/student ID card, and a staff parking permit. The hiring of TA, AI and GRA positions is governed by the rules and policies of the Graduate School and the UT Operating Procedures Handbook, as outlined below:

39 Qualifications for Employment Appointment as a TA requires the nominee: be a degree-seeking graduate student who is making satisfactory progress toward a graduate degree without existing conditional admission requirements imposed by the Vice Provost and Dean of Graduate Studies, remain registered for at least nine semester hours of coursework in the long semesters (enrollment in three semester hours of coursework is required for students holding summer appointments), and maintain at least a 3.0 graduate grade-point average.

In addition, appointment as an AI requires a nominee: have a master's degree or an equivalent level of achievement in graduate study (30 hours including 18 hours of credit in the subject to be taught) and professional accomplishment. have credit for 398T plus one semester of employment as a Teaching Assistant OR have one year of teaching experience at an accredited institution of higher learning. (A letter of verification from the former employer must be submitted to the Office of Graduate Studies.)

To be appointed as a TA, AI, or GRA you may have no more than one temporary incomplete grade (X) and one permanent incomplete grade (I), or two temporary incomplete grades (X) on your transcript. TAs, AIs, & GRAs may not be appointed for more than fourteen long-term academic semesters at any one title or combination of titles. No student can be appointed as a TA/AI/GRA who is not registered as a full-time graduate student (i.e., nine hours that count toward the graduate degree) in fall and spring or three hours for one summer session. Students must be making good progress toward the completion of a graduate degree and be in good standing in the Graduate School (i.e., no more than two incomplete grades as discussed above and a GPA of 3.0 or above). Students may not be appointed for more than 30 hours per week (20 hours in their first year) as a TA or AI without approval from the Graduate Adviser and the Graduate Dean. Students must have met or had removed any Graduate School conditions under which they were admitted. International students must obtain English language proficiency certification. For information concerning the English Proficiency language requirement see: utexas.edu/student/esl/ita/. Time Limitations: o Students are limited to 14 semesters of support at the standard 20-hour appointment (summer sessions are not included). There are no exceptions to the 14-semester limit.

40 o Any semester during which the student receives an academic appointment of 20 hours per week or more, regardless of the period of appointment, will count as one full semester for purposes of the 14-semester rule (with the exception of summer sessions, which are not included). o A student academic appointment for fewer than 20 hours per week, regardless of the period of appointment, will count as an appropriate fraction of a semester. For example, a 5-hour appointment represents of a semester of support. Four 5-hour appointments over four semesters represent one full standard semester toward the 14-semester limit. o More complete information can be found at utexas.edu/ogs/employment/14_semester_rule.html. Departmental Policies Governing TAs & AIs To be eligible to be a TA for a particular course, the student must have taken the course, or the equivalent, and be recommended by the course instructor. In the appointment of TA's for ALD 328, preference is given to students who have classroom teaching experience at the elementary or secondary level. TA and AI appointments are made for the fall semester, with priority for reappointment in the spring semester given to those appointed in the fall and who continue to meet eligibility requirements. Reappointment as a TA/AI is also contingent upon: (1) teaching performance in the fall, (2) availability of funds for the spring, and (3) availability of courses requiring TAs/AIs in the spring. Because of the large number of students seeking teaching assistantships and the limited number of positions available in the Department, students in EDP are allowed to hold only one 10-hr TA appointment per semester in EDP. Appointments to 20-hr positions are allowed only if there are no other qualified and eligible EDP students available and interested in a TA assignment. Although the Graduate School allows non-international students in their second-or-beyond years to hold up to 30 hours of employment as a TA or AI, appointments beyond 20 hrs in EDP will not be approved unless there are exceptional circumstances. All commitments for TA appointments must have prior approval from the Department Chair. In general, the length of service is limited to six to eight long semesters. Exceptions are made when the only qualified students available have already held appointments for over six semesters. In a case where two or more students are equally qualified for appointment to a teaching assignment, the student having received the least financial support to date will be appointed. Appointment Process Students wishing an EDP appointment can complete the on-line application through the link sent periodically through the year. Assignments of Assistant Instructors to teach undergraduate courses each semester are recommended to the Department Chair by the respective course coordinators, who are members

41 of the faculty in Educational Psychology. The number of sections to be offered of any one course is determined each semester on the basis of enrollment demands and availability of funds. Assignments of Teaching Assistants to assist with courses each semester are recommended to the Department Chair by the respective course instructors. The number of teaching assistantships offered is determined each semester on the basis of enrollment demands, availability of funds, and instructional requirements of the course. No course or faculty member is automatically assigned a TA. Faculty must first request and receive approval of the Department Chair before assignments can be made. Students must complete the application procedure and meet all eligibility requirements prior to appointment.

TIP: If you wish to be considered for a TA assignment, it is to your advantage to talk to the course instructor (for TA positions) or course coordinator (for AI positions). All assignment decisions are made in consultation with instructors and coordinators. Instructors may interview a number of students and submit a list of recommendations to the Department Chair. Do not assume that a faculty member will select you as a TA/AI unless you specifically express your interest in such a position. Although most assistants assigned in the fall continue in the spring, slots occasionally open up due to resignations, increased enrollment, or availability of funds. It is always worth checking on this possibility. Establishing Texas Residency There are several circumstances that can enable a non-Texas resident to establish Texas residency for the purposes of paying in-state tuition and fees. In order to apply for a change of residency, students need to refer to the information at utexas.edu/student/admissions/residency/ and complete the application at that site. Besides buying property in Texas and owning it for at least one year before applying for residency, there are other ways students may establish residency: A student must be married for a year before they can use their spouses domicile to help establish residency. The student is still required to live in Texas a year, and the spouse must domicile (work, own real estate/business, or have a professional license) for a year. A part-time non-student job can be used to establish domicile, as long as the student meets the other requirements (independent & US citizen or eligible noncitizen). In general, 20 hours per week is adequate; less than that is reviewed on a case-by-case basis to determine if the requirements are being met. For business ownership, the questionnaire asks for documents that evidence the organization or the business as a partnership of organization and reflect the ownership interest of the person. It is fine if the business is academic in nature. If the person does not formally organize the business with the state, then the student might be able to consider it self-employment and base domicile on the job.

42 Student Loans For information contact: Office of Student Financial Services SSB 3.200 475-6282 utexas.edu/student/finaid Q: What kinds of financial aid are available? A: UT Austin awards two basic categories of financial aid based on application through a Free Application for Federal Student Aid (FAFSA). Gift aid is money from scholarship and federal or state grant funds. Self-help assistance is money from employment and student loans. Q: What other criteria must I meet to be eligible for financial aid? A: Graduate students are by definition self-supporting (independent) for purposes of awarding financial aid. As independent students, they are required to report only their and their spouse's (if applicable) income and assets. Graduate students who have left a good-paying job to return to school will most likely qualify only for non-need-based student loans during their first year of study. Graduate students who receive fellowships or teaching/research assistantships will probably be limited in the amount of need-based financial aid which they can be awarded. Outside resources such as these are included with the student contribution in covering a large part of the cost of education, thereby lowering financial need for the year. Q: What do I have to do to get financial aid? A: Apply for need-based aid by completing the FAFSA form, being sure to list UT Austin as one of the colleges in "Step Five: Please tell us which school should receive your information." Our Title IV Code is 003658. If additional information is needed to complete your award process, the Office of Student Financial Services (OSFS) will notify you. Q: What expenses can I expect financial aid to cover? A: Financial aid is awarded based on an average cost of education that includes appropriate tuition/fees for your graduate program, books/supplies, and other educational expenses. Other educational expenses consist of living, transportation, personal and miscellaneous expenses during the academic year. In some cases, childcare expenses necessary for you to attend classes can also be covered. Q: What happens if I get a fellowship or TA/RA? A: You must report any new or additional resources such as fellowships or TA/RA appointments to your assigned financial aid counselor. Federal regulations require that your financial aid awards be revised based on the student's available resources. Outside scholarships received fall into this category as well. Q: What other services are offered by OSFS? A: A variety of auxiliary services are available to all UT Austin students through OSFS. These include short-term tuition and emergency cash loan programs, a job referral service for off-campus part-time job opportunities, and money management and budget counseling services.

43

STUDENT PROTECTIONS
Student Grievance Procedure for Academic Complaints Graduate students have the right to seek redress of any grievance related to their academic affairs. Every effort should be made to resolve grievance informally between the student and the faculty member most directly involved or, such efforts failing, by the Graduate Adviser, the Chair of the Graduate Studies Committee, and/or the Department Chair. When serious issues cannot be resolved informally, the graduate student will have recourse to a formal grievance procedure (see page 44). Petitions A student in the Department of Educational Psychology has the right to petition the GSC, through its Executive Committee, on matters relating to his/her academic progress, including requests for a leave of absence, waiver of degree requirements, etc. To file a petition, first work with your area chair, that person will need to e-mail support of your request to the Graduate Adviser. Students may also petition the Graduate Dean, through the Department Graduate Adviser, on matters related to Graduate School rules and policies. To file a petition, first work with your area chair, since that person will need to e-mail support of your request to the Graduate Adviser, who may then draft a petition to the Dean of Graduate Studies on your behalf, or may suggest an alternative resolution. You may e-mail the Graduate Adviser directly with your request, but be sure to include the written approval of your area chair. University Policies Protecting Students The Graduate School has numerous policies protecting the rights of students. All policies are stated in the General Information Bulletin: (www.utexas.edu/student/registrar/catalogs). Relevant policy statements include: Equal educational opportunity Prohibition of sexual harassment of students Prohibition of racial harassment of students Prohibition of sexual assault Policy on AIDS and HIV infection Residency regulations Scholastic dishonesty (under Institutional Rules) Student Grievance Procedure for Non-academic Complaints Complaints related to non-academic issues (such as harassment) are handled by the Office of the Dean of Students: http://deanofstudents.utexas.edu/sjs.

44 TA/AI Grievances Teaching Assistants and Assistant Instructors who have grievances should refer to the policies in the Handbook of Operating Procedures: utexas.edu/policies/hoppm/h0403.html. Office of the Ombudsperson The Ombudsperson serves as a neutral third party providing assistance to students who have University-related complaints of a non-legal nature. The office is authorized to investigate grievances involving both academic and nonacademic concerns and recommend corrective measures. Any case considered inappropriate may be declined by the Ombudsperson. All assistance provided is confidential and available by phone or in person. Seeking assistance from the Office of the Ombudsperson is most appropriate if remedies within the students academic department and college have been unsatisfactory. More information can be found at utexas.edu/student/ombuds. Disabilities The University, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, states that no qualified disabled student shall, on the basis of disability, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any academic program or activity. Students who wish special accommodations related to a disability must request this formally through the Office of the Dean of Students, Student Services Bldg 4.104, 471-6259. That office will send official verification to the Graduate Adviser so special accommodations can be made. Complete information can be found on the website for Services for Students with Disabilities: http://deanofstudents.utexas.edu/ssd.

45 Adjudicating Grievances of Graduate Students A graduate student has the right to seek redress of any grievance related to his or her academic affairs. Every effort should be made to resolve grievances informally between the student and the faculty member most directly involved or, such efforts failing, by the graduate adviser, the Chair of the Graduate Studies Committee, and/or the chair of the department. When serious issues cannot be resolved informally, the graduate student will have recourse to a formal grievance procedure conducted as outlined below. It should be noted that the precise procedure to be followed in adjudicating a given grievance will depend on the particular circumstances surrounding the case. Each graduate student may express a grievance through the following procedures with the assurance of timely and thorough consideration. Grievants are assured freedom from reprisals for the filing of their grievances. Each student must initiate his or her complaint within six months of the acquisition of knowledge of the grievance. *All complaints must be submitted in writing.* First Level of Adjudication: Graduate Studies Committee a. The first level of consideration is the appropriate graduate studies committee. If the chair of the graduate studies committee cannot resolve the matter himself or herself, he or she will seek the advice of the graduate studies committee, or an executive sub-committee of the graduate studies committee. b. If the issue cannot be resolved by the graduate studies committee or sub-committee, the chair of the graduate studies committee will convene an ad hoc panel consisting of members of the graduate studies committee to review the complaint. The student will be granted the right to exclude one person from the panel. c. Findings of the panel will be reported to the student and faculty member in writing. A copy of the findings will be retained in the files of the chair of the graduate studies committee. Second Level of Adjudication: Office of the Vice President and Dean of Graduate Studies a. If the issues cannot be resolved to the satisfaction of both parties concerned at the level of the graduate studies committee, the grievance will be forwarded to the Vice President and Dean of Graduate Studies who may convene an ad hoc committee to review the case. b. The Vice President and Dean of Graduate Studies will review expeditiously the facts of the case, including any recommendations received from an ad hoc committee, and render a ruling which will be sent to the student, the chair of the graduate studies committee, and the chair of the ad hoc committee. Third Level of Adjudication: Office of the President The decision of the Vice President and Dean of Graduate Studies may be appealed in writing to the President for final decision. ********** Complete information regarding grievance processes can be found at utexas.edu/ogs/student_services/academicgrievance.html. Complaints alleging sexual or racial harassment or sexual assault should be addressed in accordance with the policies and procedures published in the General Information Bulletin (utexas.edu/student/registrar/catalogs).

46

STUDENT RESPONSIBILITIES
Contact Information Our department uses only student directory information provided by students through UT Direct (https://utdirect.utexas.edu/utdirect). With UT Direct, students can update all contact information, campus-wide, in just one place. UT Direct is a personal, secure web interface to The University of Texas at Austin that will assist you with most of the information you will need about your records. Please verify that your local phone number is one where voice mail messages may be left or where you can be reached during the day, and that the email address you provide is one you check often. University communication is almost completely handled through email; therefore, having your correct email address is imperative! If you have questions about, or problems with, a UT Direct page, send an email to: UTDIRECT-comments@lists.cc.utexas.edu. Your emailed questions will then go to the people who will be best able to address your questions. Scholastic Dishonesty Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, and falsifying academic records. See the General Information Bulletin, Institutional Rules on Student Services and Activities, for additional information (utexas.edu/student/registrar/catalogs). For additional information on appropriate referencing of material, see the Publication Manual, (5th Ed.), American Psychological Association (apa.org/books/4200061.html). Ethical Behavior The training and practice of psychology (including conducting research) are governed by the Ethical Principles of Psychologists and Code of Conduct (effective June 1, 2003), American Psychological Association. Topics covered include: General Principles, Resolving Ethical Issues, Competence, Human Relations, Privacy and Confidentiality, Advertising and Other Public Statements, Record Keeping and Fees, Education and Training, Research and Publication, Assessment, and Therapy. Students may print a copy of this essential document from APAs website (apa.org/ethics). Students and faculty within the State of Texas are also governed by the act and rules of the Texas State Board of Examiners of Psychologists (TSBEP). To access the rules governing practice, research, training, and supervision: TSBEP website: www.tsbep.state.tx.us TSBEP rules: www.sos.state.tx.us/tac

47 TSBEP rules prohibit the practice of psychology without a license. Students without a license may be employed to collect data, such as administering, proctoring, or scoring non-projective tests, obtaining histories or obtaining documentation for record-keeping purposes, provided it does not require psychological education or involve the provision of psychological services. Students engaging in any form of psychological services without a license must be pursuing a course of study in a recognized training institution. In short, the student must be enrolled in a course at UT (e.g., practicum) for this purpose. For further information, see Rules 465.3 and 465.4. Student Malpractice Insurance Students who engage in practica that involve psychological assessment or intervention are advised to purchase student malpractice insurance for their protection. Such insurance is available from the American Psychological Association and the Texas Psychological Association (see the Joining Professional Associations section).

48

STUDENT OPPORTUNITIES
Research with Faculty It is expected that all doctoral students will engage in research with faculty in the Department of Educational Psychology or with faculty in a related department on campus. Students should always feel free to meet with faculty during their office hours to discuss the research interests of either the student or the faculty member. Regardless of how busy they might appear, faculty always welcome student collaboration. It is a mutually beneficial process because faculty want and need to conduct and publish research, and students need to be mentored in the research process. Students who join with faculty in research projects consistently report benefits, particularly in completing their qualifying document and doctoral dissertation. Guidelines for Authorship Guidelines for authorship of publications that may result from research collaboration are provided by the American Psychological Associations, Ethical Principles of Psychologists and Code of Conduct (see 6.23 Publication Credit). These guidelines are also elaborated in the APA Publication Manual (6th ed.) (apa.org/books/4200061.html). Specifically these rules state: Psychologists take authorship credit only for work they have actually performed or to which they have contributed. Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Minor contributions to the writing for publications are appropriately acknowledged, such as in footnotes or in an introductory statement. Authorship encompasses not only those who do the actual writing but also those who have made substantial scientific contributions to a study, such as formulating hypotheses, structuring the experimental design, conducting the statistical analysis, interpreting results, or writing a major portion of the paper. A student is usually listed as principal author on any multiple-authored article that is substantially based on the students dissertation or thesis. If the students dissertation or thesis is based on data collected as part of a larger research project under the supervision of one or more faculty members, it is appropriate to include them as coauthors following the principal authorship of the student. Substantive revisions of planned publications may result in re-ordered authorship as appropriately reflects the changed responsibilities.

49 Graduate Student Instructor Program Graduate student instructors (TAs and AIs) contribute greatly to the level of teaching excellence at UT Austin. Because GSIs work so closely with undergraduates, your effectiveness as a teacher is vital to their academic success. As you become a more accomplished teacher, you will enrich your interactions with students and build valuable skills for your future professional life. The Center for Teaching and Learning's Graduate Student Instructor Program provides opportunities to advance your pedagogical, professional, and personal development. The program emphasizes collaboration with departments and graduate student support organizations. We monitor its flexibility, relevance, and effectiveness through ongoing evaluation and feedback from members of the University community. The GSI Program is an initiative of the Office of the Provost, the Office of Graduate Studies, and the Center for Teaching and Learning. More information can be found at http://ctl.utexas.edu Interdisciplinary Study Doctoral Portfolio Programs The goal of the portfolio program is to recognize and encourage cross-disciplinary study and research. Portfolio programs usually consist of 12 hours of thematically-related coursework in at least two graduate programs in addition to the students major program. Note: Doctoral students are already required to complete nine hours of out-of-department/area coursework, and masters students are required to complete six out-of-department/area hours. Students may not organize their own portfolio program by combining thematically-related, out-ofdepartment/area coursework and then receive portfolio certification. Portfolio programs must be developed and coordinated by a designated interdisciplinary faculty member, and approved by OGS. Upon completion of both the major degree and the required courses for the portfolio programs, the students record will reflect portfolio certification. Complete information about Doctoral Portfolio Programs is available from the OGS website at utexas.edu/ogs/docport. Ad Hoc Interdisciplinary Program With the permission of the Graduate Adviser, students may construct an "ad hoc interdisciplinary doctoral program," drawing on the intellectual resources of several graduate programs and utilizing faculty from more than one college or school. This mechanism allows students to put together (from within a current UT graduate program) a course of study that does not fit into an existing degree plan. Complete information can be found at utexas.edu/ogs/admissions/adhoc/guidelines.html.

50 Dual Specialization A dual doctoral specialization within the Department is possible with the written approval of both area of specialization chairs. A dual focus will require that the student meet the requirements for both areas, and have approval of both area of specialization chairs on the program of work, complete a dissertation that integrates the two areas, and includes dissertation committee members from both areas of specialization, preferably in a co-chair relationship. Professional Development Awards The Graduate School Professional Development Award and the Departmental Professional Development Award are for selected students who are presenting research at a professional association meeting or conference. Award amounts generally do not exceed $200 and are to help defray the costs of making a presentation at a meeting or conference. The award information and deadline for application for the Professional Development Award is provided by the Graduate Coordinator to students by email about the middle of the fall semester. Students may receive only one award per year.

51 STUDENT SUPPORT SERVICES The Learning Technology Center (LTC) Computer Services The Computer Lab of the Learning Technology Center (utexas.edu/education/LTC) offers a wide range of computer facilities and services for College of Education students, faculty and staff. Use of computer lab facilities is limited to College of Education faculty, staff and students, or anyone currently enrolled in an Education course. During open lab hours, students may sit down at a computer work-station and log in with their EID. Multimedia laboratory computer workstations may be reserved on-line; however, most computers will be available on a walk-in basis. Printouts from laser printers, blank floppy disks, and blank CDs are purchased with lab cards and personal checks of $2.00 or more. Other equipment available for checkout includes Macintosh carts, PC carts, PowerBooks, and overhead projector panels. Media Lab The LTC Media Lab provides the supplies, facilities, equipment and instruction for students, faculty and staff to produce a variety of audio-visual and digital media. Basic AV production equipment and supplies are available for sale in the Media Lab with a Lab Card or with a personal check. Some supplies are available for room-use checkout with an UT ID. Much of the equipment is available for use on a walk-in basis, but some production areas may be reserved in advance for scheduled blocks of time. Media instruction is a large part of the Media Lab's service, providing students with the knowledge and skills to properly use AV and multimedia equipment to produce effective instructional materials. The Media Lab offers free informal Multimedia and AV Orientations taught by an Audio-Visual Education Specialist. Wireless Computer Network The Learning Technology Center has finished installation of a wireless computer network that is available in all classrooms and most areas on all floors of the building. Contact Ryan Baldwin, Coordinator of Technical and Network Services, at Ryan_Baldwin@teachnet.edb.utexa.edu if you have questions about the wireless network and its use. The Perry-Castaeda Library (PCL) This open stack library contains approximately two million volumes and serves as The University's main library. The collection embraces all subject fields, but emphasizes the humanities, the social sciences, business, and education. Subject strengths are American and British history, the South, 20th-century American literature, and modern German literature. The PCL also includes collections to support study in social work, communications, nursing, and library and information sciences. Special materials housed in the PCL include U.S. government and United Nations documents, Rand Corporation publications, corporate annual reports and 10K reports, the Textbook and Curriculum

52 Collection, the Map Collection, University of Texas theses and dissertations, East Asian Program, South Asian Program, and Middle Eastern Program. Complete services and resources are listed at www.lib.utexas.edu/Libs/PCL. Reserve Materials Materials are placed on reserve at the request of instructors to support the academic programs of the various departments, and by library staff to control or protect valuable materials and those consistently in heavy use. Materials on reserve circulate on limited loan periods, and overdue fines are high to encourage prompt return of these high-demand items. All reserve materials must be checked out using a current UT Austin ID or Courtesy or Special Borrower card. Copying/Duplicating Services Copiers are available on levels 1, 2, 4, and 6 of the PCL. Library Copier Services (PCL 1.402) provides a fee-based photo duplication service for paper, microfilm, and microfiche copies. Library Searches The Electronic Information Center is located in the Reference Room of the PCL. Stations provide access to a variety of computer-based resources to assist users with research. An EID is required for use of EIC stations. Laser printing is available. Payment for printing is by copy card. The UT Library Online information system forms the core of electronic services offered by the General Libraries. It can be used to access more than 200 on-line databases for research. It includes resources such as UTNetCat and UTCat, listings of the holdings of UT Austin libraries. UT Library Online can be accessed at www.lib.utexas.edu. Graduate Student Writing Service This service provides individualized, free writing assistance. The staff of highly trained graduatestudent consultants is qualified to offer help with writing in all disciplines and at all levels. Students may bring in any writing project, ranging from a fellowship application or CV to an article for publication, a masters thesis, or even a dissertation. The Writing Service mission is to help graduate students become independent, confident writers. Consultants do not proofread or edit papers, nor do they predict grades or guarantee better grades. Rather, they provide expert advice to help writers improve their skills and make the most of their work. Appointments can be made by stopping by the center (Jester A332A), or by calling 475-8719. More information can be found at utexas.edu/student/utlc/tutoring/grad_writing_services.php. International Office The International Office encompasses International Student and Scholar Services, the Study Abroad Office, English as a Second Language (ESL) Services, and Special Programs designed to meet specific needs. Advisers who are aware of the demands associated with studying in another country are available to assist international students with matters not specifically within the province of the student's faculty adviser. Information and assistance in matters related to employment, housing, health insurance, medical care, legal matters, banking services, automobiles, social security, income tax regulations and liability, financial aid, immigration status, and personal concerns are provided.

53 Information is also available for UT personnel in other departments who work with internationals. The International Office coordinates and administers programs that serve international students, faculty and visitors to The University community as well as for University students going abroad. For more information, contact the International Office at: 105 W. Dean Keeton, Phone: 471-1211, fax: 471-8848 utexas.edu/international Parking Information Faculty, staff, and students may buy a parking permit from the Parking & Transportation Services Office, located at 1815 Trinity Street (in the Trinity Parking Garage), or a garage contract at one of the parking garage offices. Some students are eligible for Class A permits (see utexas.edu/parking/parking/fs/a_qualifications.html). Students who are not eligible for Class A permits have the option of buying Class C (unreserved student) or Class S (commuter student) garage permits. All lots show signs indicating the type of permits allowed and hours of restriction. Most restrictions are in effect weekdays from 7:30 a.m. until 5:45 p.m., but some areas are "Reserved at All Times." It is very important to read and understand the signs and regulations or you WILL get a ticket, and you may get towed! Students and visitors are welcome to park in parking garages offering hourly rates or at any parking meter on campus. Many students park in the parking garage near the George F. Snchez Building (behind the Blanton Art Museum), near the intersection of Brazos and Martin Luther King, Jr. Blvd. Privately owned pay lots and garages also are available around the perimeter of campus for use if UT parking garages are full. Faculty, staff, and students who prefer to ride motorcycles or mopeds to campus are required to buy a permit to park on campus. Cyclists need to register their bicycles with the UT Police Dept. A State Disabled Parking Permit is honored on campus, and specific areas are set aside for disabled parking on weekdays from 7:30 a.m. to 4 p.m. A University Disabled Permit is required in addition to the State Permit or license plates during these times. Please be sure to read the signs and park in a space designated for disabled parking. A complete breakdown of the permit and garage rates and parking maps are available at utexas.edu/parking. UT Shuttle Buses Many students opt to use the UT shuttle buses instead of driving to and parking on campus. The shuttle buses provide free transportation in certain residential areas to and from the UT campus, as well as transportation within the campus. With their UT identification card, students may also ride all city (Capital Metro) buses free of charge. Please note that the shuttle buses may have restricted hours during registration periods and between semesters. Shuttle bus routes, schedules, and maps are available at: utexas.edu/parking/transportation/shuttle.

54 Information Technology Services (ITS) ITS Research Consulting provides a limited amount of free consulting on research design and data analysis issues through in-person and telephone appointments, e-mail consulting, documentation, training, and statistical and mathematical software support. The consultants are not available to assist students with homework questions, but can provide assistance with qualifying document and dissertation projects. For more information about the statistical services, visit utexas.edu/its/rc/ or call the ITS Help Desk. For information about other services provided by ITS, go to utexas.edu/its/help/. Intellectual Entrepreneurship (IE) IE is an inter-collegial consortium whose mission is to educate citizen-scholars individuals who creatively utilize their intellectual capital as a lever for social good. Included in the many opportunities available through IE are the Dissertation ListServ and Resources (https://webspace.utexas.edu/cherwitz/www/ie/disslist.html) and Job/Career Resources (https://webspace.utexas.edu/cherwitz/www/ie/career_resources.html).

55 Student Services Building The Student Services Building (SSB) houses the Office of the Dean of Students, which offers many services for students. It is located on 100-F West Dean Keeton. Below are just some of the services offered. For more complete information, please visit the DoS website: http://deanofstudents.utexas.edu. Senate of College Councils, SSB 4.204, (512) 232-2953 utexas.edu/studentgov/index2.php Counseling and Mental Health Center, SSB 5.100, (512) 471-3515 utexas.edu/student/cmhc Dean of Students, SSB 4.400 East, (512) 471-1201 http://deanofstudents.utexas.edu Financial Services, SSB 3.200, (512) 475-6282 utexas.edu/student/finaid Judicial Services, SSB 4.104 East, (512) 471-2841 http://deanofstudents.utexas.edu/sjs Health Services utexas.edu/student/health Administration, SSB 2.212, (512) 471-4955 Appointments, SSB 1.402, (512) 471-4955 Pharmacy, SSB 1.110, (512) 471-1824 Legal Services for Students, SSB 3.410, (512) 471-7796 utexas.edu/student/lss Multicultural Information Center, SSB 1.104, (512) 232-2958 utexas.edu/student/mic Ombudsperson, SSB G1.404, (512) 471-3825 utexas.edu/student/ombuds Services for Students with Disabilities, SSB 4.104 East, (512) 471-6259 http://deanofstudents.utexas.edu/ssd Student Activities and Leadership Development, SSB 4.400 West, (512) 471-3065 http://deanofstudents.utexas.edu/sald Student Government, SSB 4.206, (512) 471-3166 utexas.edu/studentgov Volunteer Center, SSB 4.400, (512) 471-6161 http://deanofstudents.utexas.edu/vslc

56

JOINING PROFESSIONAL ASSOCIATIONS

Following is a brief description of a few of the professional organizations that graduate students in Educational Psychology commonly join to further their professional development. Specific areas of specialization may recommend additional, more specialized associations. For information about additional professional organizations, please contact your areas chair. American Psychological Association Based in Washington, DC, the American Psychological Association (APA) is the largest scientific and professional organization representing psychology in the United States. With more than 159,000 members, APA is also the largest association of psychologists worldwide. APA works to advance psychology as a science, a profession, and a means of promoting human welfare. 750 First St., NE Washington, DC 20002-4242 800-374-2721 or (202) 336-5510 apa.org Texas Psychological Association The Texas Psychological Association is dedicated to advancing the field of psychology and working to improve access to quality mental health services. As an affiliate of the American Psychological Association, TPA works closely with national and state associations to advance the science and practice of psychology. Texas Psychological Association: 1011 Meredith Drive, Suite 4 Austin, Texas 78748 (512) 280-4099 or (888) 872-3435 texaspsyc.org American Educational Research Association The American Educational Research Association is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization for educational researchers, with the primary goal of advancing educational research and its practical application. Its more than 22,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. 1230 17th St., NW Washington, DC 20036 (202) 223-9485 aera.net

57

Appendix A Core Area Descriptions

METHODS CORE AREA MEASUREMENT, STATISTICS, AND RESEARCH METHODOLOGY
General Description Individuals seeking the PhD in the Department of Educational Psychology are expected eventually to be able to discover new knowledge. In the interim, they will be expected to evaluate critically the efforts of those who claim to have discovered new knowledge. The discovery of new knowledge can be modestly viewed as a reduction in uncertainty about what to believe. In addition, the discovery and application of knowledge to help improve the education and quality of life for individuals in our society require precise definitions of important constructs and accurate measurements of the extent to which individuals differ in terms of those constructs. Thus, this area deals with a collection of ideas, concepts, and skills that seekers of new knowledge frequently use to reduce their own uncertainty and/or to justify their conclusions to others. It is also concerned with the theory and methods used to measure variables that are important in psychological and educational research, practice, and evaluation. Such variables include aptitudes, achievements, attitudes, personality traits and characteristics, and other cognitive and non-cognitive characteristics. Psychologists must be able to develop and use measuring instruments that are appropriate for educational and psychological purposes. In general, then, the content of this area covers: 1. The proper design of an empirical study relevant to a problem where uncertainty exists. Such a design includes thoughtful planning for the collection of data relevant to this problem. 2. An understanding of measurement principles and knowledge of available measuring instruments and procedures. This also includes the development of auxiliary skills related to mathematics (such as statistics and matrix algebra). 3. The selection and use of appropriate statistical procedures to describe important characteristics of the data and make valid inferences about the phenomena being studied. Courses The only primary courses that will satisfy the Methods Core Area requirement are: Experimental Design and Statistical Inference -- Required for enrollment in this course is knowledge equivalent to that obtained in a one-semester introduction to statistics course (EDP 371 or EDP 380E.1); and Psychometrics: Theory and Methods -- Required for enrollment in this course is knowledge equivalent to that obtained in a one-semester introduction to statistics course (EDP 371 or EDP 380E.1) and a one-semester introduction to educational and psychological testing course (such as EDP 380P.1). Numerous secondary courses satisfy the rest of the Methods Core Area requirement. One secondary course is required and must be taken after successful completion (at least B-) of the prerequisite primary course. Secondary courses Secondary Secondary Secondary Secondary Secondary Secondary Secondary EDP# 382K.2 382K.4 380P.14 380P.6 380P.8 384.8 380P.4 Topic Correlation & Regression Survey of Multivariate Methods Applied Psychometrics Item Response Theory Test and Scale Construction Qualitative Research Methods Evaluation Models & Techniques

58
Topics Brief descriptions of the topics covered in Methods Core Area courses are given below. Although redundancies occur among the topics listed in the descriptions, they have been retained in order to allow students to gain a better understanding of the relationships among some of the topics. Experimental Design and Statistical Inference Topics covered in this course include experimental, non-experimental, and quasi-experimental designs; sampling distributions; randomization and random sampling; normal, t, and F distributions; hypothesis tests; types of errors; power; hypotheses about differences in means; the analysis of variance for designs with one or more variables of classification; comparisons among means; randomized block designs; designs with repeated measures, including split-plot designs; multiple regression; testing hypotheses about R2 and the change in R2; relationships between analysis of variance and multiple regression analysis; and analysis of covariance. Prerequisite: EDP 371, EDP 380E or an equivalent course. Psychometrics: Theory and Methods Topics include: Mental test theory and methods (including classical true-score model, item response theory models, test construction methods), introduction to factor analysis (including purposes and processes involved in factor analysis studies), and psychological scaling theory and procedures (including principal types of unidimensional attitude scales and multidimensional scaling procedures). Prerequisite: EDP 380P.1. Correlation and Regression Methods Topics covered in this course include: Review of correlation topics in introductory course; two-variable linear regression theory; correlation ratio, standard error of estimate, test for linearity of regression, and relation of correlation ratio to analysis of variance; relationship between b and r, coefficients of alienation, nondetermination, and significance tests for b and r; biserial correlation, point-biserial correlation, and the phi coefficient; tetrachoric correlation, rank correlation (and tau), and the G index of agreement; Fishers Z and significance test for r, differences between rs, and effect size; partial correlation, restriction-in-range, and spurious correlation; three-variable R and principles of R; coefficient of concordance (and its relation to analysis of variance) and intraclass correlation; R with more than 3 variables; and testing models. Prerequisite: For EDP majors: EDP 482K or an equivalent course; For non-majors: EDP 371, EDP 380 or equivalent. Survey of Multivariate Methods The content of this course may vary slightly depending on the instructor, but topics usually covered include: Fundamentals of vector and matrix algebra needed for multivariate analysis, including notation and important operations; Hotellings T2; multivariate analysis of variance; the Wilks, Rao, and other criteria for significance of differences among groups; post hoc comparisons and methods to control for the inflation of the family-wise Type I error rate; discriminant analysis; logistic regression; principal components analysis and an introduction to factor analysis, and observed variable path analysis. Prerequisite: EDP 482K or equivalent. Applied Psychometrics This course provides students an in-depth examination of applied psychometric techniques. Students have the opportunity to apply the techniques covered in the course to real data sets. Topics include equating scores; setting standards; detecting differential item functioning; and selection, placement, and classification (including bias in selection and aptitudetreatment interaction designs). Prerequisite: EDP 380P.2. Item Response Theory Content includes background and theory (classical test theory, objectivity in mental measurement, dichotomous and polytomous models, conventional item analysis versus the item response theory approach, item parameter and ability estimation, information functions) and applications (relative efficiency of tests, flexilevel and two-stage tests, computerized adaptive tests and mastery tests, test equating, differential item functioning, and attitude and personality measurement). Prerequisite: EDP 380P.2. Test and Scale Construction Content includes design of affective instruments [determining objectives; instrument design and construction; issues in question writing; special item response formats (Likert-type items, Semantic Differential items); developing the sampling plan; procedures for administration; return rates; and analysis, interpretation, and reporting of results] and cognitive tests [definition of the construct and its indicants, content specifications and test blueprint (setting objectives, using appropriate taxonomic levels, and determining proper emphasis), design and construction issues, facet theory for scale construction, measurement of opinions and beliefs, tryout of experimental forms and item analysis, use of factor analysis and multidimensional scaling, selecting the standardization sample, norms and scaled scores, reliability and validity assessment, and test equating methods.] Prerequisite: EDP 380P.2.

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Qualitative Research Methods This course examines research methods that are descriptive, field-based, interpretive, and discovery-focused, in contrast to methods that use quantitative summaries of data in order to test null hypotheses. Topics covered include varieties of qualitative research (emphasizing grounded theory, but also including case studies, ethnography, phenomenology), identifying questions and phenomena for research, planning and conducting qualitative research, coding and other analytic procedures, developing an interpretation, and trustworthiness issues in qualitative inquiry. Prerequisite: For EDP majors, EDP 482K; No prerequisite for non-majors. Evaluation Models and Techniques This course traces the contemporary development of evaluation in education and human service and identifies milestones and existing directions. The relationship between research and evaluation, as well as identification of distinguishing and overlapping characteristics is also included. Students are required to present and synthesize evaluation strategies and concepts; identify practical and theoretical models for evaluation; provide a description of evaluation methodologies; identify and apply quantitative and qualitative tools for evaluation; present critical considerations on evaluation design, criteria for judging evaluations, and measurement problems related to evaluation; and distinguish adequate from inadequate evaluation designs. Topics include: parallels and contrasts between research and evaluation, evaluation models and approaches, behavioral objectives, needs assessment techniques, program modeling and decomposition, evaluation methodology, outcome evaluation, and evaluation instruments. Prerequisite: EDP 371 or EDP 380P. Primary Course Waiver Exam The primary course waiver exams are meant for students who have already taken similar coursework at the graduate or upper-division undergraduate level, but coursework that is not so similar as to meet the criteria for a course waiver. Students must first turn in a waiver request to the Graduate Advisers office and, if denied by the Methods Core Area faculty committee, the student may be allowed to take the primary course exam. The department provides a reading list for each primary course to help such students fill in gaps in the knowledge they have from their other coursework. The expectations of the exam evaluators are very high, and the passing rate has been relatively low. For students who have been given approval to attempt to fulfill the requirement for the primary course by means of an exam, a three-hour exam covers the content of the primary course, EDP 482K.1: Experimental Design & Statistical Inference or EDP 380P.2: Psychometrics: Theory & Methods. The exam can consist of objective (e.g., multiple-choice) and essay items. When the exam includes essay questions, each essay response is evaluated independently by two readers. Each reader then considers the scores on both the objective items and the essay items and recommends either Pass (B- or better) or Fail. If the Pass/Fail recommendations of the two readers differ, a third reader will evaluate the students responses and resolve the discrepancy. Students may not retake the exam if they do not pass: a student who fails the examination must satisfy the primary core requirement by coursework. Readings The following listing includes texts required or recommended for the primary course EDP 482K Experimental Design & Statistical Inference: Glass, G. & Hopkins, K. (1996). Statistical methods in education and psychology (3rd ed.). Boston: Allyn & Bacon. Kirk, R. (1995). Experimental design (3rd ed.). Belmont, CA: Brooks/Cole. Stevens, J. (2007). Intermediate Statistics: A Modern Approach (3rd ed.) New York, NY: Lawrence Erlbaum Associates, Taylor & Francis Group. The following listing includes texts required or recommended for the primary course EDP 380P.2 Psychometrics: Theory and Methods: Crocker, L. & Algina, J. (1986). Introduction to classical & modern test theory. Holt, Rinehart, and Winston. Kline, T. B. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks: Sage.

60 CONTENT CORE AREA HUMAN DEVELOPMENT, CULTURE, & LEARNING SCIENCES

General Description This core area is focused on theoretical and empirical aspects of basic processes in psychology, and the application of such studies. The following courses are approved to satisfy the Content Core Area requirement. Students must take one course from each list and then a third course from either list. Learning EDP# 382L.1 382L.2 382L.4 EDP# 381M.2 385.1 385.2 Topic Psychology of Learning Motivation and Emotion Instructional Psychology Topic Seminar in Social Psychology Individual through the Life Cycle Child & Adolescent Social & Cognitive Development

Human Development & Social

Topics The Psychology of Learning A theoretical analysis of the current literature on learning including a consideration of more classic views as well as constructivist and socio-constructivist approaches to human learning. Behavior theory (classical and operant conditioning) Cognitivism (information-processing) Constructivism and socio-constructivism Motivation and emotion in learning Motivation and Emotion A broad survey course on theory and application in these two topic areas, with special emphasis on how they interact with each other and with cognition. Theories of motivation Arousal, drives, needs, and incentives Higher-order motives (e.g., competence, self-actualization) Achievement motivation (expectancy value, self-efficacy, goals, attributions, belief systems) Self-determination theory, self-agency Issues and strategies related to attempts to change motivation Relationships between motivation and cognition Relationships between motivation and emotion Relationships between emotion and cognition Instructional Psychology How the theories and research in human learning and motivation get translated into instructional practice; how research informs practitioners who work with students and teachers. Prerequisite: Psychology of Learning or a course in cognition. (Should not be combined with either Psychology of Computers in Education or Learning School-Based Cognitive Skills.) Classical and contemporary instructional theories (e.g. Gagne, Bloom, Briggs, Keller PSI) The How People Learn model of instructional design Review of instructional research on such topics as: teachers, methods, and media; students responses to instruction Approaches to instruction: subject matter instruction, technology-based instruction, cooperative/ collaborative instruction, inquiry based instruction, case based instruction, developing strategic learning Social influences on and during instruction

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Seminar in Social Psychology Self-schemata/construals/models of agency Cultural Syndromes: Individualism & Collectivism Social Cognitions: stereotypes, achievement attributions, learned helplessness Social Comparisons Theory: SES, referent theory, cross-cultural comparisons Conformity, social norms, social power, social loafing Individual through the Lifecycle Attachment through the lifespan Family Environments Life Transitions and Historical Cohorts Impact of SES on psychological and health outcomes across the lifespan Influence of gender roles on development across the lifespan Construction of the Self across the lifespan Child and Adolescent Social & Cognitive Development Early childhood development (behavioral genetics, attachment, temperament) Contexts of development (culture/ethnicity/race, schools, neighborhoods, communities, families, peers, etc.) Cognitive development (e.g., Information processing theory, Theory of mind, Piaget, Vygotsky) Identity development (e.g., Erikson, Marcia, Ethnic identity theories) Emotional development Gender role development Language development Moral development (e.g., Kohlberg, Turiel) Risk and resilience in development Cultural/ethnic differences in above areas and theories of development Course Waiver Exam The course waiver exams are meant for students who have already taken similar coursework at the graduate or upperdivision undergraduate level, but coursework that is not so similar as to meet the criteria for a course waiver. Students must first turn in a waiver request to the Graduate Advisers office and, if denied by the Content Core Area faculty committee, the student may be allowed to take the primary course exam. The department provides a reading list for each course to help such students fill in gaps in the knowledge they have from their other coursework. The expectations of the exam evaluators are very high, and the passing rate has been relatively low. For students who have been given approval to attempt to fulfill the course requirement by means of an exam, the threehour course examination consists of five essay questions from the readings below, from which the student chooses and answers three. At least two faculty members who are familiar with the content of the questions will evaluate the responses and grade the exam on a Pass/Fail basis. Pass is defined as a very good or excellent response that adequately addresses all aspects of the question (equivalent to at least a B-). Students must pass all three questions to be considered as having passed the core area course waiver exam. If the Pass/Fail recommendations of the two readers differ, a third reader will evaluate the students responses and resolve the discrepancy. Students may not retake the exam if they do not pass, but must satisfy the course requirement by coursework.

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Readings PSYCHOLOGY OF LEARNING Schallert, D. L., & Martin, D. B. (2003). A psychological analysis of what teachers and students do in the language arts classroom. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 31-45). New York: Macmillan. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597. Feldon, D. F. (2007). Cognitive load and classroom teaching: The double-edged sword of automaticity. Educational Psychologist, 42, 123-137. Beck, I. L., & McKeown, M. G. (2001). Inviting students into the pursuit of meaning. Educational Psychology Review, 13, 225-241. Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343. Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40. Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100, 291-309. Veenman, M. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14. Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, and youll know what you learn! British Journal of Educational Psychology, 74, 343-360. Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85-100). Washington, DC: American Psychological Association. Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of Research in Education (Vol. 23, pp. 1-24). Washington, DC: American Educational Research Association. Panofsky, C. P. (2003). The relations of learning and student social class: Toward re-socializing sociocultural learning theory. In Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, A. M. (Eds.), Vygotskys educational theory in cultural context (pp. 411-431). Cambridge, UK: Cambridge UnivPress. Ageyev, V. S. (2003). Vygotsky in the mirror of cultural interpretations. In Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, A. M. (Eds.), Vygotskys educational theory in cultural context (pp. 432-449). Cambridge, UK: Cambridge University Press. Ko, J., Schallert, D. L., & Walters, K. (2003). Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 303-324. Moje, E. B., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In C. Lewis, P. Enciso, & E. B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15-48). Mahwah, NJ: Erlbaum. Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the co-construction of mind. American Educational Research Journal, 36, 647-673.

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Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44, 176-192. MOTIVATION AND EMOTION Reeve, J. (2009). Understanding Motivation and Emotion, 5th Ed. Hoboken, NJ: Wiley. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622. Berridge, K. C. (2004). Motivation concepts in behavioral neuroscience. Physiology and Behavior, 81, 179-209. Frijda, N. H. (2000). The psychologists point of view. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (pp. 59-74). New York: Guilford Press. Smith, C. A., & Ellswoth, P. C. (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, 813-838. Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 107124). Boston, MA: Academic Press. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Ryan, R.M., & Deci, E.L. (2000). Self determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68-81. Dweck, Carol S; Leggett, Ellen L. (2000). A social-cognitive approach to motivation and personality. In Higgins, E. Tory & Kruglanski, Arie W. (Eds). Motivational science: Social and personality perspectives. Key reading in social psychology. (pp. 394-415). Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261271. Elliot, Andrew J. (1999). Approach and avoidance motivation and achievement. Educational Psychologist, 34(3), 169189. Carver, C. S. & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97, 19-35. Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35year odyssey. American Psychologist, 57, 705-717. Weiner, Bernard; Kukla, Andy. (2000). An attributional analysis of achievement motivation. In Higgins, E. Tory & Kruglanski, Arie W. (Eds). Motivational science: Social and personality perspectives. Key readings in social psychology. (pp. 380-393). Alternative: Weiner, B. (1985). An attributional theory of motivation and emotion. Psychological Review, 92, 548-573. Bandura, Albert, (1997). Self-efficacy: the exercise of control. New York : W.H. Freeman (especially Chapter 3: "The nature and structure of self efficacy.") Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 122-147. Harmon-Jones, E. & Mills, J. (1999). An introduction to cognitive dissonance theory and an overview of current perspectives on the theory. In E. Harmon-Jones & J. Mills (Eds.) Cognitive Dissonance: Progress on a pivotal theory in social psychology (p. 3-21). Washington, DC: American Psychological Association. INSTRUCTIONAL PSYCHOLOGY Alexander, P. and Winne, P. (Ed) (2005) Handbook of Educational Psychology. Chapters on theory, instruction, motivation. Mahwah NJ: Lawrence Erlbaum Associates. Bransford, J. Brown, A and Cocking E. (2000) How People Learn. National Academies Press.

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Greeno, J., Collins, A., & Resnick, L. (1996). Cognition and Learning. In D. Berliner & R. Calfee (Eds.), Handbook of Educational Psychology (pp. 15-46). New York: Simon-Schuster MacMillan Jonassen, D. H., Land, S. M. (Eds.) (2000). Theoretical foundations of learning environments. Mahwah, N.J.: L. Erlbaum Associates, 2000. Mayer, R. & Alexander, P. (Eds.) (2011) Handbook of research on learning and instruction. New York: Routledge. Reigeluth, J. (1999) Instructional-Design Theories and Models. Vol 1 and 2. Mahwah, NJ: Lawrence Erlbaum Schunk, D. (2000) Learning Theories: An Educational Perspective. Boston: Merrill-Prentice Hall. Annual Review of Psychology. Read the last several years chapters on Instructional psychology. SEMINAR IN SOCIAL PSYCHOLOGY Bond, R. & Smith,P. (1996). Culture and conformity: A meta-analysis of studies using Aschs (1952b, 1956) line judgment task. Psychological Bulletin, 119, 111-137. Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes. 105, 98-121. Heine, S.J., Lehman, D.R., Peng, K. & Greenholtz, J. (2002). Whats wrong with cross- cultural comparisons of subjective likert scales?: The reference-group effect. Journal of Personality and Social Psychology, 82, 903-918. Markus, H. & Kitayama, S. (1991). Culture and the Self: Implications for Cognition, Emotion, and Motivation. Psychological Review, 98. 224-253. Mezulis, A.H., Abramson, L.Y., Hyde, J.S. & Hankin, B.L. (2004). Is here a universal positivity bias in attributions? A meta-analytic review of individual, developmental and cultural differences in the self-serving attributional bias.

Psychological Bulletin, 130, 711-747.

Oyserman, D., Coon, H.M., Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128 (1), 3-72. Stephens, N.M., Hamedani, Y, Markus, H.R., Bergsieker, H.B., & Eloul, L. (2009). Did they choose to stay? Psychological Science, 20 (7), 878- 886. Stephens, N.M., Markus, H.R., & Townsend, S.S.M. (2007) Choice as an act of meaning: The case of social class. Journal of Personality and Social Psychology, 93 (5), 814-830. INDIVIDUAL THROUGH THE LIFE CYCLE Siegler, R. S. (1986). Childrens thinking. Englewood Cliffs, NJ: Prentice-Hall. V. B. Van Hasselt & M. Hersen (Eds.) (1992). Handbook of social development: A lifespan perspective. New York: Plenum Press. P. Noller & J. A. Feeney (Eds.) (2006). Close relationships: Functions, forms, and processes. New York, NY: Psychology Press. Muuss, R. E. (1996). Theories of adolescence. New York: McGraw-Hill. Nucci, L. P. (2001). Education in the moral domain. New York: Cambridge University Press. Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton. J. Worell & C. D. Goodheart (Eds.). (2006). Handbook of girls' and women's psychological health: Gender and wellbeing across the lifespan. New York, NY: Oxford University Press. C. Gilligan (1982). In a different voice: Psychological theory and women's development. Cambridge, MA, US: Harvard University Press

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Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford Press. R. Sternberg & J. Jordan (Eds.) (2005). A handbook of wisdom: Psychological perspectives. New York, NY: Cambridge University Press R. M. Lerner & L. Steinbergs (Eds.). (2004). Handbook of adolescent psychology. Hoboken, NJ: Wiley. H. Wayment & J. Bauer (Eds.) (2008). Transcending self-interest: Psychological explorations of the quiet ego. Washington, DC, US: American Psychological Association. Maslow, A. H. (1954). Motivation and personality. New York: Harper. CHILD & ADOLESCENT SOCIAL & COGNITIVE DEVELOPMENT Bennett, M. (Ed.) (1999). Developmental psychology: Achievements and prospects. Philadelphia, PA: Psychology Press. Berk, L. E. (2003). Child development, 6th Ed. Boston: Allyn & Bacon. Bornstein, M. H., & Lamb, M. E. (1999). Developmental psychology: An advanced textbook, 4th ed. Mahwah, NJ: Erlbaum. Damon, W., & Lerner, R. M. (2008). Child and adolescent development: An advanced course. Wiley, John, & Sons, Inc. Damon, W., & Lerner, R. M. (Eds.) (2006). Handbook of child psychology: Theoretical models of human development, Volume 1. Wiley, John, & Sons, Inc. Damon, W., Siegler, R. S., Kuhn, D., & Lerner, R. M. (Eds.) (2006). Handbook of child psychology: Cognition, perception, and language, Volume 2. Wiley, John, & Sons, Inc. Damon, W., Eisenberg, N., & Lerner, R. M. (Eds.) (2006). Handbook of child psychology: Social, emotional, and personality development, Volume 3. Wiley, John, & Sons, Inc. Gauvain, M., & Cole, M. (2009). Readings on the development of children, 5th Ed., Worth Publishers Lightfoot, C., Cole, M. & Cole, S. (2009). The development of children, 6th ed., Worth Publishers. Piaget, Jean (1983). The child's conception of the world. Totowa, NJ: Rowman & Allanheld. Manaster, G. J. (1989). Adolescent development: A psychological interpretation. Itasca, IL: F.E. Peacock. Sameroff, Arnold J., Lewis, Michael, & Miller, Suzanne M. (Eds.) (2000). Handbook of developmental psychopathology, 2nd ed. New York: Kluwer Academic/Plenum. Wainryb, C., Smetana, J. G., & Turiel, E. (2008). Social development, social inequalities, and social justice. New York: Erlbaum. Valsiner, J., & Connolly, K. J. (Eds.) (2003). Handbook of developmental psychology. Thousand Oaks, CA: Sage.

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APPENDIX B AREA AND PROGRAM INFORMATION

FOR THE EDP QUALIFYING PROCESS

Read Pages 16 - 22 first!

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Read Pages 16 - 22 first!

Human Development, Culture, and Learning Sciences Qualifying Process Information

The purpose of the qualifying process is to allow students to demonstrate they are ready to be advanced to candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area and program courses and good standing in the area or program, as determined by annual student reviews by HDCLS faculty. In line with the department requirements for the qualifying process, HDCLS students will produce a qualifying document, have an oral exam and a written exam, and be evaluated no later than their 7th semester, by the departmental deadlines outlined on page 17. Assignment of Adviser No later than their 4th semester, students contact the faculty member they want as their adviser and, if that person agrees, report the choice to the HDCLS Chair by completing and turning in the Verification of Selection of Qualifying Process Adviser form, signed by the student and the proposed adviser. The qualifying process adviser will be approved by HDCLS faculty. Choosing an outside area/program qualifying process adviser is an option with the approval of the HDCLS Chair and the intended outside area/program adviser. Document The student must submit for examination a high quality document that demonstrates the students understanding of the field, ability to integrate theories to generate a researchable question or set of questions, ability to design a feasible study to answer those questions, and ability to write in a clear, concise manner of publishable quality. The document will consist of an integrative review of the literature to serve as rationale for a study and a detailed description of how one would undertake the study. Meta-analyses are acceptable for this document. The predoctoral project may be submitted for this requirement except that it must undergo evaluation by the Qualifying Process committee in preparation for the examinations. Assignment of Committee The student and the qualifying process faculty adviser will submit a list of potential committee members to the Area 1 Chair for HDCLS faculty approval. This must be done before the second Friday of January (for spring submission of the qualifying document) or before the second Friday of September (for fall submission of the qualifying document). One member will be from HDCLS and the other member may be from HDCLS, but preferably will be a member from another area/program. The request to consider a third member from outside should be accompanied by a paragraph summarizing why that faculty person is being requested. Process for Students not Passing the Qualifying Process on their First Try Students who are not on probation will be given another opportunity to go through the qualifying process (either one semester or one year later). For students on probation, the HDCLS faculty will consider whether another opportunity to go through the process, or termination (with an option to earn a master's), or termination (with no option for a master's) is the most appropriate recommendation to make to the GSC.

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Quantitative Methods Qualifying Process Information

The purpose of the qualifying process is to allow students to demonstrate they are ready to be advanced to candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area and program courses and good standing in the area or program, as determined by annual student reviews by Quantitative Methods Area (QM) faculty. In line with the department requirements for the qualifying process, QM students will produce a qualifying document, have a written and an oral exam, and be evaluated no later than their 7th semester, by the departmental deadlines outlined on page 17. Assignment of Adviser Students should discuss qualifying process adviser selection with the QM Chair as early as their 4th semester and no later than the end of their 5th semester. The qualifying process adviser is to be assigned by QM faculty. QM qualifying process students will submit to the QM Chair a ranked list of their top three QM faculty member choices for qualifying process adviser by the last class day of the semester before they begin the qualifying process. QM faculty will meet every semester to assign qualifying process advisers. Decisions will be based on students ranked list of preferred advisers, match of facultys expertise with the students interests, and faculty advising workload. Adviser assignments will be given to students before the start of the semester in which they are beginning the qualifying process. Document The student must submit for examination a document comparable to a scholarly work in the field. The research proposed in a QM students qualifying document should contribute to an existing line of inquiry in the field of quantitative methods. Assessment of the document will include consideration of the feasibility of the proposed study. Assignment of Committee QM faculty will meet every semester to discuss qualifying committee membership of QM qualifying process students. Selection will be based on the match of faculty expertise with the topic area of the qualifying document, while keeping in mind faculty workload. Committee membership will be communicated to qualifying process students by the end of the second full week of the semester in which they are turning in their qualifying document. Process for Students not Passing the Qualifying Process on their First Try Students who are not on probation will be given another opportunity to go through the qualifying process (either one semester or one year later). For students on probation, the QM faculty will consider whether another opportunity to go through the process, or termination (with an option to earn a master's), or termination (with no option for a master's) is the most appropriate recommendation to make to the GSC.

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Counseling Psychology Qualifying Process Information

The purpose of the qualifying process is to allow students to demonstrate they are ready to be advanced to candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area and program courses and good standing in the area or program, as determined by annual student reviews by Counseling Psychology faculty. In line with the department requirements for the qualifying process, Counseling Psychology (CP) students will produce a qualifying document, have an oral exam and a written exam, and be evaluated no later than their 7th semester, by the departmental deadlines outlined on page 17. Assignment of Adviser Students should contact their faculty adviser no later than their 4th semester to begin the process. The CP program expects that a students program adviser will also be the student's qualifying process adviser. If for any reason a student wants a different qualifying process adviser, he or she should begin by notifying his or her program adviser. Students will then need to petition the CP faculty to be allowed a different adviser, whether this is another CP faculty member or a faculty member outside the program. Prior to petitioning the CP faculty, the student should have contacted the potential adviser and solicited his or her agreement to chair the qualifying process pending CP faculty approval. Document The student must submit for examination a document comparable to a scholarly work in the field. The qualifying document is viewed as a trial run for the dissertation, and will be evaluated as such. The feasibility of the study will be a factor in evaluating the document i.e., the study should represent a contribution to the literature, be something that is practical to accomplish (i.e., a type of project that could reasonably be accomplished in a dissertation), and be well-designed. Assignment of Committee In accordance with the Departments timeline, CP faculty will meet to determine the two remaining committee members. Usually, one member will be from CP and the other member will be from another area/program. Such decisions will be made based on the student's qualifying document topic summary, and members will be assigned based on their expertise with respect to the students topic and faculty workload considerations. Process for Students not Passing the Qualifying Process on their First Try Students who are not on probation will be given another opportunity to go through the qualifying process (either one semester or one year later). For students on probation, the CP faculty will consider whether another opportunity to go through the process, or termination (with an option to earn a master's), or termination (with no option for a master's) is the most appropriate recommendation to make to the GSC.

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School Psychology Qualifying Process Information

The purpose of the qualifying process is to allow students to demonstrate they are ready to be advanced to candidacy. This process is part of a comprehensive evaluation that also includes successful completion of core area and program courses and good standing in the area or program, as determined by annual student reviews by School Psychology faculty. In line with the department requirements for the qualifying process, School Psychology students will produce a qualifying document, have an oral exam, and be evaluated no later than their 7th semester (and typically in their 5th semester). Assignment of Adviser The qualifying process adviser will be assigned by the School Psychology faculty, with input from the student, at the beginning of the 3rd semester. Choosing an outside area/program committee qualifying process adviser is an option with the approval of the School Psychology faculty and the intended outside area/program adviser. Document The student must submit for examination a document comparable to a scholarly work in the field. The options are: 1. A document that includes an integrative review of the literature and a proposal for a study that addresses an important issue arising from the review of literature. 2. A research-based masters thesis written under the supervision of a UT-Austin Educational Psychology faculty member (requires registration in only one semester of EDP 396T). 3. An article describing a research study on which the student is first author and which is written under the supervision of a UT-Austin Educational Psychology faculty member. The manuscript is expected to be submitted to a respectable journal. Assignment of Committee School Psychology faculty will meet to determine the best membership constituency. Usually, one member will be from School Psychology and the other member will be from another area/program. Process for Students not Passing the Qualifying Process on their First Try Students who are not on probation will be given another opportunity to go through the qualifying process (either one semester or one year later). For students on probation, the School Psychology faculty will consider whether another opportunity to go through the process, or termination (with an option to earn a master's), or termination (with no option for a master's) is the most appropriate recommendation to make to the GSC.

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APPENDIX C EN-ROUTE MASTERS SPECIALIZATION REQUIREMENTS

M.A. SPECIALIZATION IN SCHOOL PSYCHOLOGY (en-route masters degree for School Psychology doctoral students) The M.A. component in the doctoral areas of specialization is designed to permit doctoral students to obtain a masters degree on their way to the Ph.D. It is not designed for students wishing a terminal masters degree. Required Courses Core Courses: 3 in Methods Core Area 3 in Content Core Area * include Instructional Psychology School Psychology Courses: EDP 480P EDP 389H EDP 489H Individual Testing Diagnostic Intervention Professional Issues, Law, & Ethics Hours

19

11

One of the following: EDP 389H Affective Assessment EDP 389H Neurological Assessment EDP 389H Cog-Behavioral Assessment One of the following: EDP 389H Family Psychology EDP 389H School Consultation One practicum course Cog-Beh., Neuro, Affective, or Family Special Populations: Child Psychopathology 1 out-of-department course and 1 out-of-area course (or 2 out-of-department courses)

3 3 3 6

Masters report (EDP 398R) 3 (Most students revise their qualifying document to conform to guidelines required by their masters report committee, areas of specialization, APA, and OGS.)
_____

Total

51

*Requirement is for licensure for practicing with a masters degree and may be met with approved out-of-department/area coursework

72 M.A. SPECIALIZATION IN COUNSELING PSYCHOLOGY (en-route masters degree for Counseling Psychology doctoral students) The M.A. component in the doctoral areas of specialization is designed to permit doctoral students to obtain a masters degree on their way to the Ph.D. It is not designed for students wishing a terminal masters degree. Required Courses Core Courses: 3 in Methods Core Area 3 in Content Core Area Counseling Psychology Courses: Three of the following: EDP 381 Rorschach and TAT Interpretation EDP 381 Theories of Counseling Psychology EDP 381 Psychotherapeutic Counseling EDP 381 Research Design and Methods in Couns. Psych. Field Experience (2 courses) 1 out-of-department course (for a grade) and 1 out-of-area course (or 2 out-of-department courses, 1 for a grade) Hours

19

9 6 6

Masters report (EDP 398R) 3 (Most students revise their qualifying document to conform to guidelines required by their masters report committee, areas of specialization, APA, and OGS.)

Total

___ 43

73 M.A. SPECIALIZATION IN HUMAN DEVELOPMENT, CULTURE, AND LEARNING SCIENCES (en-route masters degree for HDCLS doctoral students) The M.A. component in the doctoral areas of specialization is designed to permit doctoral students to obtain a masters degree on their way to the Ph.D. It is not designed for students wishing a terminal masters degree. Required Courses Core Courses: 3 in Methods Core Area 3 in Content Core Area 5 HDCLS courses 2 out-of-department courses (1 for a grade) Hours

19 15 6

Masters report (EDP 398R 3 (Most students revise their qualifying document to conform to guidelines required by their areas of specialization, APA, and OGS.) Total ___ 43

74 M.A. SPECIALIZATION IN PROGRAM EVALUATION (en-route masters available for all Educational Psychology doctoral students*) Required Courses Core Courses: 3 in Methods Core Area 3 in Content Core Area Evaluation Courses EDP 380P.4 Evaluation: Models and Techniques (which can be used as a core area course requirement) and two of the following, or equivalents (which cannot also count as core area course requirements) EDP 380P.9 EDP 380P.14 EDP 384 EDP 389K EDP 382K.3 EDP 382K EDP 382K.4 EDP 384 EDP 384 EDP 380P.7 Test and Scale Construction Applied Psychometrics Hierarchical Linear Modeling Correlation and Regression Methods Factor Analysis Survey of Multivariate Methods Introduction to Survey Research Qualitative Research Methods Data Analysis using SPSS (or SAS) Practicum in Evaluation 3 3 Hours

19 9

1 additional methodology course (in or out-of-department) 2 out-of-department/area courses relevant to Program Evaluation (approved by Dr. Borich; at least 1 must be taken for a grade) EDP 698A and 698B - Masters Thesis (6 hours) or

3-6 EDP 398R - Masters Report (3 hours) Total _____ 46-49

*Students who wish to obtain a masters specialization in Program Evaluation must email Gary Borich (garyborich@mail.utexas.edu), giving their name, phone number, and doctoral area of specialization. Further information is available at www.edb.utexas.edu/borich/index.html.

75 M.A. SPECIALIZATION IN QUANTITATIVE METHODS (en-route masters available for all Educational Psychology doctoral students*) Required Courses Experimental Design & Statistical Inference Correlation & Regression Data Analysis using SAS Psychometric Theory & Methods Evaluation Models & Techniques Research methods course (must be approved by Dr. Pituch) 2 courses from the following: Survey of Multivariate Methods Applied Psychometrics Item Response Theory Test and Scale Construction Programming in R 2 out-of-area courses approved by Dr. Pitch EDP 698A and 698B - Masters Thesis (6 hours) or EDP 398R - Masters Report (3 hours) Total Hours 4 3 3 3 3 3

3-6 _____ 28-31

M.Ed. SPECIALIZATION IN QUANTITATIVE METHODS Same requirements as above, except a masters report or thesis is not required.

*Students who wish to obtain a masters specialization in Quantitative Methods must first complete an application and be accepted by the Quantitative Methods faculty. For application information, contact the Graduate Coordinator.

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APPENDIX D SAMPLES OF DISSERTATION SUMMARY

Summary Title Depression in children and adolescents is a growing problem with serious implications for psychological and social adjustment. Negative consequences include school dropout/failure, decreased academic performance, social isolation, and increased risk for suicide (Emslie & Weinberg, 1994; Flemming, Boyle, & Offord, 1993; McCauley et al., 1993; Rao, Weissman, Martin, & Hammond, 1993). Current research indicates that approximately 2% of children and 4% to 8% of adolescents are experiencing depressive disorders (American Academy of Child and Adolescent Psychiatry, 1998). These rates are growing while the age of onset is falling (Reich, Van Eerdewegh, Rick, Mullaney, Klerman, & Endicott, 1987). Thus, more youth are becoming depressed at younger ages. Cognitive-behavioral therapy (CBT) has shown promise as an intervention for depression in adolescents (see Milin, Walker, & Chow, 2003 for a review). Although studies with preadolescents are limited, CBT also appears to reduce depressive symptoms in children (Jaycox et al., 1994; Weisz, Thurber, Sweeney, Proffitt, & LeGagnoux, 1997). Although CBT may be a possibly effective means of treating childhood depression, it has been suggested that while the behavioral components of CBT are helpful to children, the cognitive components of treatment may not be well understood or easily employed by youngsters (Garber, 2000). In fact, there are no known studies to date that have examined the utility of the different components of CBT interventions for children and adolescents. Thus, there is little understanding of how the different aspects of CBT work to alleviate symptoms in youth. Obtaining this knowledge is an important empirical endeavor that could be used to shape future interventions and bolster their effectiveness. A qualitative research method would be useful for understanding the experiences and perceptions of youth in treatment for depression. It would also be helpful in forming a theory regarding which components work and why. The grounded theory approach of qualitative analysis will be used in this study to ask youth who have completed a course of CBT for depression questions about the usefulness of specific treatment components in alleviating their symptoms. Participants will be drawn from a larger study investigating the efficacy of a CBT intervention for depressed girls in the 4th through 7th grades. A more complete understanding of how the different components of treatment affect recovery from depression will be captured through semi-structured interviews with treatment participants. Approximately 15 interviews will be conducted. These interviews will be transcribed and coded for themes relating to different aspects of treatment. It is anticipated that a theory will emerge from the data that will serve to guide future CBT interventions for youth.

77 Do environmental factors contribute to college-students' motivation, emotion, satisfaction differently across classes that they are taking? This study is to investigate how differently individual students experience motivation, and psychological outcomes (emotions and classroom satisfaction) across courses they are taking in the same semester and that have different contextual factors. The study will also examine how fulfilling the desire for relatedness as measured by perception of relatedness plays a role in explaining the relationship between contextual factors and psychological outcomes. These questions were raised from hypotheses that individual students may experience different emotions and satisfaction associated with each course representing a range of contextual factors, thereby influencing their motivation and psychological experiences. The research questions and hypotheses are based on previous studies that suggest that contextual factors such as teachers' supportive behaviors influence students' motivation and positive emotions to learn (Furrer & Skinner, 2003; Meyer & Turner, 2006; Wentzel, 1997). Furrer and Skinner (2003)'s empirical research also showed that relatedness with teacher and with peers contribute to students' emotional engagement and academic achievement. Another line of research (e.g., Goetz, Frenzel, Pekrun, Hall, Ldtke, 2007) supported that students perceive emotional experience differently across the courses that they are currently taking. However, there is not a study linking the separate findings on how students could experience various motivations and emotions according to different social contexts in one semester. Accordingly, this study will examine how environmental factors predict students' motivation, emotion, and satisfaction in courses that they are taking, as well as how environmental factor, motivation, emotion, and classroom satisfaction portray their relation patterns. Approximately 300 participants will be recruited through a subject pool. Data will be collected using an online questionnaire administered toward the end of the semester. Students will be asked first to list all courses they are taking in that semester. They then will begin to fill out up to the parallel four sets of questionnaires. Each set of questionnaires will ask students' perception in relation to a course that they are thinking of. Students will respond to measures of contextual factors, motivation, academic emotions, and classroom satisfaction. Five contextual factors will be measured: Class value; Classroom structure; Teacher characteristics; Classroom goal orientation; Classroom caring climate. Perceived relatedness will be measured by the Classroom Community scales. Perceived autonomy measures will be assessed by SRQ-A (The Self-Regulation Questionnaire; Ryan & Connell, 1989). Perceived competence will be measured by PALS (The Pattern of Adaptive Learning Survey; Midgley, Maehr, & Urdan, 1996). Perceived need for relatedness will be measured by the Basic Psychological Need (Ilardi, Leone, Kasser, & Ryan, 1993). Classroom satisfaction will be measured by classroom satisfaction scale (Diener, Emmons, Larsen, & Griffin, 1985) that is adapted from the Satisfaction with Life scale measuring general satisfaction in life. Finally, the Academic Emotion Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002) measures level of eight emotions experienced. The relations among measurements will be analyzed using SEM and HLM. The results will represent how contextual factors affect students' perceptions of motivation, and then differently contribute to emotions and satisfaction across courses that students are currently taking. Educational implications will be delineated from results of relations among variables.

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APPENDIX E FORMS FOR YOUR FINAL ORAL

The following form must be turned in to OGS at least two weeks prior to your final oral. You get this form from the Graduate School webpage (utexas.edu/ogs/pdn/). Fill in the information needed and then print on pink paper.

This is side 2 of the form. At least 4 members of your committee must be present at your final oral. If you will have any problems with attendance, please let Virginia know as soon as possible.

79 In Educational Psychology, the dissertation supervisor always signs for members who have given approval for him/her to do so. A notation should be made next to the signature indicating if the member on Side Two will participate by teleconference or videoconference.

80 This form goes to Virginia after your final oral.