Student Handbook
2020-21
2
Table of Contents
Introduction and welcome 3
Department Contact Information 4
Graduate Student Advisory Committee 5
General Department and University Information 5
Deadlines and Resources 6
Programs:
Masters of Education in Teacher Leadership 9
Masters of Education in K12 School Administration 10
Masters of Education w/ Emphasis in Student Affairs 12
Doctorate of Education (K12 in ELP) 15
Doctorate of Education in Higher Education Administration 17
Community College Leadership & Teaching Certificate 19
Doctorate of Philosophy 22
ELP Department Policies 27
Off-Cycle Admissions and Changing Degrees 28
Non-Matriculated Students 29
Progress Review and Dismissal policy 30
Professional Associations 39
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INTRODUCTION AND WELCOME
FROM THE DEPARTMENT CHAIR
Welcome to The University of Utah’s Department of Educational Leadership and Policy.
Our faculty and students come from a variety of backgrounds in both the K-12 and
Higher Education arenas. Our department is committed to preparing educational
leaders and engaged practitioners at all levels of the P-20 spectrum. To be certain, our
students have taken positions as teacher leaders, school and district administrators,
student affairs personnel, university administrators, professors, policymakers, state level
leaders, and a host of other leadership roles within education. This handbook is
intended to serve as an introduction to our department, as well as a resource for
students enrolled in one of our various degree programs.
All students in ELP are expected to comply with University and College policies, and
abide by the highest professional and ethical standards in their classes, their research
endeavors, and in their respective places of work. In this regard, this handbook is
intended to supplement and clarify University and College policies— not supersede
them in any way.
As students in ELP, you not only represent our department, but also serve as our
ambassadors in the state, the nation, and the world. Our department mission is
grounded in justice, equity, and excellence. We hold ourselves to these ideals, and trust
that you will learn to embody these principles as you progress in your own educational
journey at the University of Utah! I wish you all the best in your academic endeavors.
Sincerely,
Yongmei Ni, Ph.D.
Professor and Chair
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Department Contact Information
Office Location: 2220 Beverley Taylor Sorenson Arts and Education Complex (SAEC)
Main Department Phone Number: 801-581-6714
Administrative Officer: Marilynn Howard
801-581-6714
Office: 2220 SAEC
Office Assistant: Ricky Retana
801-581-6627
Office: 2220 SAEC
Director of Graduate Studies: Dr. Chris Linder
Office: 2220 SAEC
H.Ed. Program Director: Dr. Sharon Aiken-Wisniewski
801-581-4817
Office: 2252 SAEC
K12 Program Director: Dr. Shari Fraser
shari.fraser@utah.edu
801-585-0173
Office: 2250 SAEC
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Graduate Student Advisory Committee
Student Advisory Committee Representatives for ELP (SAC):
Erica Rojas, Doctoral Candidate, [email protected]
Mariana Ramiro-Gomez, Doctoral Student, [email protected]
Student Advisory Committees (SACs) are student groups established within
departments to promote communication and interaction among students, faculty, staff,
and administrators.
The SACs were created to provide students more opportunities to provide input at the
department level. Involvement in the RPT (Retention, Promotion, and Tenure) process
affords students the opportunity to have a voice in the retention and promotion of faculty
within their department. SACs are both a social and an academic organization within
their department and as such they advance involvement opportunities, encourage
participation in departmental activities, and work together with others to build campus
community.
General Department and University Information
The Department of Educational Leadership at the University of Utah offers eight
graduate degree programs, serving a variety of student needs. With a commitment to
equity and social justice, the program faculty provide guidance to students through
coursework, practical leadership opportunities, and group and individual research
projects. This handbook is designed to serve as a guide for students in the various
programs, providing additional clarity for policies and practices. University policy
through the graduate school supersedes all department policy. If you have questions or
notice any conflicts, please contact a member of the ELP staff or faculty.
Faculty are here to support students admitted into the ELP graduate programs through
completion of their degrees. We want to see you be successful and will work with you to
help you make the most of your experience. We look forward to working with you over
the next few (or several!) years as you earn your degree and become a deeper thinker
and actor in the area of educational leadership.
In addition to the ELP faculty and staff, there are a number of resources that may be
helpful to you as you encounter questions about processes throughout your time in the
graduate program. We encourage you to seek answers on your own and work with your
advisor as you work toward completion of your program.
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Important Deadlines
The University of Utah accepts graduate applications for the spring semester, summer
term and fall semester. However, not all ELP programs have open enrollment for each
term and deadlines shift based on each academic year.
Check individual ELP Programs for upcoming deadlines.
Prospective graduate students apply for admission through the University of Utah Apply
Yourself (AY) online application system
Resources
The University of Utah has several resource offices established to assist students in
Graduate School. Below is a categorized list of some of the resources available to help
you navigate graduate school and to find further information that will be useful in your
academic and career pursuits.
Financial Support
The following links will provide you with further information about tuition, benefits,
residency requirements, and tuition benefit policies and expectations.
Assistantships and Tuition Benefit Program Policies:
http://gradschool.utah.edu/tbp/tuition-benefit-program-guidelines/
Financial Aid and Scholarship Opportunities:
University's Financial Aid and Scholarship Website: http://financialaid.utah.edu/
College of Education Scholarship Website: http://education.utah.edu/students/financial-
aid.php
Residency for Tuition Purposes: http://admissions.utah.edu/apply/residency/
Subsidized Health Insurance: https://gradschool.utah.edu/tbp/insurance-information/
Tuition Benefit Program Guidelines: https://gradschool.utah.edu/tbp/tuition-benefit-
program-guidelines/
Tuition Information: http://fbs.admin.utah.edu/income/
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Student Awards/Fellowships/Travel
The following links will provide you with further information about traveling for
University-related conferences and activities, fellowships, and some scholarship
opportunities.
ELP Fellowships: https://elp.utah.edu/scholarship-info.php
Fulbright Scholarships: https://fulbright.utah.edu/
Graduate School Fellowships: https://gradschool.utah.edu/tbp/graduate-fellowship-
opportunities/
Student Travel Assistance: http://gradschool.utah.edu/current-students/graduate-
student-travel-assistance-award/
Wellness and Identity Resources
The following links will provide you with additional resources available to all University of
Utah students involving student health and wellness.
Campus Recreation: http://campusrec.utah.edu/
Campus Safety: https://gradschool.utah.edu/campus-safety/
Center for Ethnic Student Affairs: http://diversity.utah.edu/centers/cesa/
Counseling Center: http://counselingcenter.utah.edu/
Dean of Students: https://deanofstudents.utah.edu/
Disability Services: http://disability.utah.edu/
Equal Opportunity and Affirmative Action: https://oeo.utah.edu/
Title IX: https://sexualassault.utah.edu/reporting/title-ix-on-campus-reporting
Student Health Center: http://studenthealth.utah.edu/
Student Immunization Office: http://studenthealth.utah.edu/services/immunization-
requirement.php
Victim Advocates: https://attheu.utah.edu/health-medicine/who-are-your-victim-
advocates/
Women's Resource Center: http://womenscenter.utah.edu/
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Graduate School Resources
The following links will provide you with specific resources for graduate students.
Directors of Graduate Studies: https://gradschool.utah.edu/directors-of-graduate-
studies/
Graduate Council: https://gradschool.utah.edu/graduate-council/
Graduate Forms: https://gradschool.utah.edu/current-students/forms/
Graduate School/Dean: https://gradschool.utah.edu/contact-us/
Graduate School Diversity Office: https://gradschool.utah.edu/diversity/
Graduate School Website: http://gradschool.utah.edu/
Graduate Student Advisory Council: https://gradschool.utah.edu/graduate-council/
Utah Education Policy Center: https://uepc.utah.edu/
Additional Resources
The following links will provide you additional, logistical resources for students.
Campus Information System (CIS): https://portal.app.utah.edu/
**Graduate Tracking System: The academic coordinator maintains student records via
this system. Student can view their records through CIS.
Career Center: http://careers.utah.edu/
Commuter Services: http://commuterservices.utah.edu/index.php
General Catalog and Class Schedules: http://www.utah.edu/students/catalog.php
International Student and Scholar Services: http://internationalcenter.utah.edu/
Registrar's Office: http://registrar.utah.edu/
Student Code: http://regulations.utah.edu/academics/6-400.php
UCard: http://www.ucard.utah.edu/
Writing Center: http://regulations.utah.edu/academics/6-400.php
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Masters of Education (M.Ed.) in Teacher Leadership
Program Director: Dr. Shari Fraser
Introduction to the Program
The Teacher Leadership M.Ed. program is a four semester (30 credit hours) degree-
seeking program. The program is designed as a flex based cohort with students
starting the program of study each semester. Upon successful completion of the
program, candidates earn a master’s degree (M.Ed.) in Educational Leadership and
Policy. All courses are offered in the evening, to accommodate working professionals.
Supervisory Committee
The master's supervisory committee is arranged by the department and consists of the
K12 program director, the department chair, and the director of graduate studies. The
academic coordinator will enter the supervisory committee into the Graduate Tracking
System for each student at the beginning of the student’s third semester in the program.
Program Coursework Requirements
Students in the M.Ed. Teacher Leadership program must complete thirty (30) credit
hours of coursework within the Department of Educational Leadership and Policy. The
following ELP courses are required for completion:
ELP 6250 (3) Leadership for School improvement
ELP 6511 (3) Leadership for Equity and Social Change
ELP 6310 (3) Leadership in Instructional Design and Assessment
ELP 6320 (3) Instructional Coaching
ELP 6130 (3) Professional Learning Communities
ELP 6010 (3) Evidence Based Decision Making
ELP 6411 (3) Special Education Law & Policy
ELP 6060 (3) Adult Learning Theory for Educators
ELP 6710 (6) Fieldwork Practicum - total of six credit hours
K-12 Administrative License Option
Candidates who have successfully completed the Teacher Leadership M.Ed. program
and have a valid Utah Professional Educator License might also wish to earn a K-12
administrative license. If, within a 3-year period of completing the Master’s Degree,
these students wish to earn a K-12 administrative license, they have the option to
reapply to the department and if accepted:
• Enroll in and complete the remaining 18 hours of required administrative
licensure coursework;
• Complete a sequential series of three (3) Fieldwork Practicums for a total of 9
credit hours.
• Complete the USBE required practicum competencies in K-12 schools;
• Pass a required Administrative Licensure test (Praxis/SLLA); and
• Complete eligibility for recommendation to the Utah State Board of Education for
Utah Administrative/Supervisory Licensure.
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Masters of Education (M.Ed.) in K12 School Administration
(with Administrative Licensure)
Program Director: Dr. Shari Fraser
Introduction to the Program
The M.Ed. in K-12 School Administration with Administrative Licensure program is a
four semester degree-seeking professional program (36 credit hours).
School Administration candidates are required to complete 24 credit hours of core
leadership coursework and 12 hours of field based Practicum Seminar. In order to
qualify for the K-12 administrative license, a student must also 1) complete a master’s
degree in educational leadership, 2) hold a valid Utah Professional Educator license,
and 3) complete required fieldwork practicum in K12 schools, 4) Pass the Praxis 5412
with a score of 146 or higher.
The school administration program is designed as a flex cohort program, with students
enrolling each semester and engaging in coursework and field-based practicum
throughout the program. The program of coursework begins each semester, with
program completion in four semesters. Students enroll in two content courses and a
practicum each semester. All courses are offered in the evening to accommodate
working educators.
Upon successful completion of the program, candidates earn a master’s degree (M.Ed.)
in Educational Leadership and Policy and are recommended to the Utah State Board of
Education for approved licensure in the area of K-12 School Leadership.
Supervisory Committee
The master's supervisory committee is determined by the department and consists of
the K12 program director, the department chair, and the director of graduate studies.
The academic coordinator will enter the supervisory committee into the Graduate
Tracking System for each student in the third semester of the program.
Program Coursework Requirements
ELP 6250 (3) Leadership for School Improvement
ELP 6511 (3) Leadership for Equity and Social Change
ELP 6120 (3) Evidence Informed Learning for Leadership
ELP 6021 (3) Systems Thinking and Student Support
ELP 6350 (3) Leadership for Teaching and Learning
ELP 6412 (3) Designing and Leading Professional Learning
ELP 6230 (3) Ethics, Law and Policy
ELP 6420 (3) Leveraging Educational Resources
ELP 6710 (12) K12 Practicum – each semester (total of 12 credit hours)
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Administrative Practicum
Approved K12 school site practicums complying with departmental standards and the
Utah State Board of Education competencies are required of students wishing to earn
K-12 administrative licensure. The state-required learning competencies for school
leadership include both elementary and secondary school administrative experience.
Licensed administrators in school settings mentor interns, and the practicum
experiences are supervised by the Program Supervisor of the K-12 Master’s Program.
Intern progress and mastery of professional standards is monitored and evaluated by
site mentor principals, the program supervisor, course instructors, and by students
themselves. These practicum experiences will provide candidates with the opportunity
to apply the theories and research of school leadership theory to practice with school
and educational settings.
School Leaders Licensure Assessment
The Department of Educational Leadership and Policy requires the School Leaders
Licensure Assessment (SLLA 5412) for students seeking the Master of Education in
K-12 School Administration with Administrative Licensure. This praxis test was
developed in collaboration between the Interstate School Leaders Licensure
Consortium (ISLLC) and development staff from the Teaching and Learning Division at
the Educational Testing Service.
USBE Licensure Requirements
For a complete description of administrative internship requirement for licensure per the
USBE, please visit the website at www.rules.utah.gov/publicat/code/r277/r277-305.htm.
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Masters of Education (M.Ed.) with an Emphasis in Student Affairs
Program Director: Dr. Sharon Aiken-Wisniewski
Introduction to the Program
The M.Ed. with an Emphasis in Student Affairs is a graduate program for individual
interested in careers in that support students in navigating higher education. It is
available as a full-time four semester degree-seeking professional program or as a part-
time six semester experience (36 credit hours).
The M.Ed. with an emphasis in student affairs provides a broad base on which students may
build and advance their careers within student affairs and higher education. The program
focuses on developing scholar-practitioners that value and utilize scholarship within their
practice, and leaders who emphasize and acknowledge the significance of social justice and
inclusion for direction and change in higher education.
The curriculum is focused on the following learning outcomes:
Social Justice
Upon successful completion of this program, students will be able to:
1) Describe an understanding of themselves, including their social identities and their
relationship to power and privilege;
2) Identify issues of institutional and structural inequities in higher education and beyond
and enact strategies to address.
Scholar Practitioner
Upon successful completion of this program, students will be able to:
3) Explain the importance of being a “scholar-practitioner” to a non-student affairs colleague.
4) Apply a selected theory to their graduate assistantship, work experience, capstone, and/or
internship.
Leadership
Upon successful completion of this program, students will be able to:
5) Evaluate power, privilege, politics, and participation utilized in leadership in higher
education.
6) Initiate change to influence inequitable policy, process, and practice.
Supervisory Committee
The master's supervisory committee is arranged by the department and consists of the
HED program director, the department chair, and the director of graduate studies. The
academic coordinator will enter the supervisory committee into the Graduate Tracking
System for each student at the beginning of the second fall semester of the program.
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Program Coursework Requirements
Student Affairs Administration (15 credits)
ELP 6550 (3) Student Affairs Admin.
ELP 6520 (3) Leadership for Social Justice in U.S. Higher Education
ELP 6610 (3) Introduction to Student Affairs Assessment
ELP 6570 (3) Higher Education Finance
Contexts of Higher Education (18 credits)
ELP 6620 (3) College Student Development Theory
ELP 6560 (3) College Student Retention Theory
ELP 6640 (3) Special Topics: Contemporary Issues in Diversity in Higher Ed.
ELP 6470 (3) Group or Individual Intervention in Higher Ed.
ELP 6720 (3) Capstone Seminar
Elective in second or fourth Spring Term
Professional Skill Development (3 credits)
ELP 6711 (3) Internship and Internship Seminar
Internships
Students in this program complete a 75-hour internship related to their area of career
focus along with a three-credit internship seminar (ELP 6711). Internships are available
on the University of Utah campus and in other local higher education institutions.
Additional information can be found at:
http://elp.utah.edu/programs/m-ed/student-affairs/internships.php.
Capstones
In addition to serving students and improving educational conditions on campuses,
higher education professionals have an obligation to further the development of the
field. One way to achieve this goal is through critical thinking about issues and
integrating knowledge about new findings, strategies, and best practices.
The final Capstone Seminar provides students a choice between two avenues for
achieving this: scholarly practitioners or scholarly researchers/writers. Examples of
abstracts from final Capstone Projects can be found at this link:
http://elp.utah.edu/programs/m-ed/student-affairs/capstone.php.
All students must receive a pass on their Capstone project to be eligible for
degree completion.
Thesis Option
Thesis requires additional courses to explore areas of research and registration of
Thesis hours for 6 credits. Students considering this option should see the M.Ed.
Student Affairs Program Director in first term of program for details. The faculty advisor
for supervising the thesis must be selected in first term of program to provide guidance
in completing all steps of the Thesis.
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Careers
Students pursue a variety of areas across student affairs, higher education, and private
organizations. The list below offers a small range of options.
• Career Services
• Student Union
• Office of Equity & Diversity
• Housing & Residential Education
• Academic Advising
• Conduct in the Dean of Students Office
• Leadership & Student Involvement
• Assessment & Institutional Analysis
Some students transition to professional programs such as law or to doctoral programs
for faculty role.
Graduate Assistantships
Graduate assistantships are available for students enrolled in the program full-time.
Examples of areas providing graduate assistantships at the University of Utah are: A.
Ray Olpin University Union, Career Services, Dean of Students/Leadership/Fraternity
and Sorority Life, Lowell Bennion Community Service Center, TRIO, Veterans’ Support
Center, Women’s Resource Center, and Housing & Residential Education. Westminster
College and Salt Lake Community College also support graduate assistantships in
areas such as recruitment and enrollment management, Residence Life, and Student
Involvement.
Graduate assistantships at the University of Utah include a tuition waiver (in and out-of-
state) and a stipend. Westminster College and Salt Lake Community College offer a
comparable package. Students interested in applying for assistantships should note
their top choices on the program application. This information will be used for the
Graduate Assistantship interview process.
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K-12 Doctorate of Education (EdD) and
K-12 Doctorate of Education with Administrative Licensure
K12 Program Director: Dr. Shari Fraser
Introduction to the Program
The Doctor of Education (Ed.D) Program is designed to provide advanced preparation
to individuals with experience working as administrators or educators in K12 public
schools, charter schools, or related educational organizations. Based on a model of
professional inquiry, the Ed.D Program emphasizes the use of theory in directing its
field-based approach to problem solving. Students will study theory and research in the
core domains of organization, leadership, inquiry methods, and in selected areas of
specialization. They will use the knowledge gained in these areas of study to frame
problems of administrative practice and to seek, critically examine, and apply
information to solve problems.
Program Coursework Requirements
The EdD Program includes four major dimensions:
a) research and inquiry coursework,
b) the ELP core required coursework,
c) academic specializations coursework, and
d) field-based capstone project.
Throughout the program students will progress through a series of courses aimed at
developing knowledge and skills needed to analyze and solve problems encountered by
educational administrators and to prepare them to conduct a capstone field-based
project.
Research and Inquiry–to be taken during the first two years of study (9 credits)
ELP 7030 (3) Introduction to Inquiry
ELP 7040 (3) Quantitative Research Methods
ELP 7060 (3) Qualitative Research Methods
ELP Academic Core–to be taken during the first two years of study (12 credits)
ELP 7440 (3) Education Policy
ELP 7220 (3) Leadership Theory
ELP 7240 (3) Organizational Theory
ELP 7480 (3) Leadership and Social Justice Theory
Academic Specializations–to be taken during the second/third year of study (12 credits)
These courses may include topics such as: leadership for school improvement, critical
data analysis for school change, critical leadership for instructional change, action
research, immigrant students and leading schools and communities, etc.
Field-Based Capstone Project (18 credits including capstone seminar–to be completed
during years 3 and 4 (if needed)
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The capstone provides students with an opportunity to apply leadership and inquiry
knowledge and skills to problems of practice or policy issues. The project should focus
on a timely and significant problem or policy and make a meaningful contribution in the
candidate’s school, district, college, university, or other relevant organizational setting.
Link to EdD K12 Capstone Project Guide: http://elp.utah.edu/programs/ed-d/EdD-
K12-Capstone-Guide.pdf
Supervisory Committee Meetings, i.e., program of study, proposal defense, final
defense (doctoral students only): EdD supervisory committees consist of three
faculty members, the majority of whom must be full-time (Career line or tenure line)
faculty in the student’s major department. Students should choose a supervisory
committee chair and committee members no later than the middle of the second
year in program. Students will complete a capstone seminar course that supports a
capstone proposal draft and future proposal defense. Students will work with their
selected chair and committee to design a capstone research study over the final three
semesters of the program.
The process of forming a supervisory committee is completed by filing a Request for
Supervisory Committee form with the major department (see forms section).
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Doctorate of Education (EdD) in Higher Education Administration
Advisor: Dr. Sharon Aiken-Wisniewski
Introduction to Program
The Doctor of Education (Ed.D) Program is designed to provide advanced preparation
to individuals with experience or currently working in higher education. Students enroll
in the program having engaged in campus roles that provide experience in leadership,
supervision, finance, and assessment. The curriculum, through literature, guest
lectures, and original research, builds off the lived administrative experience to build the
skills, values, and characteristics of a transformational leader for future roles in
education. The EdD in Higher Education Administration is a doctoral program that
meets the needs of working educators (Minimum of 57 credit hours).
The purpose of the Ed.D in Higher Education Administration is:
To develop social change leaders in higher education who actively engage with
challenging issues of the 21st century to create equitable environments for learning.
These transformational leaders of social change are focused on:
• Serving our campus, community, state, and stakeholders to create, expand and
support educational access and opportunity for diverse populations.
• Engaging with challenging issues to address inequitable conditions in society.
• Championing difficult decisions that are framed within a social justice paradigm to
create equity in higher education.
These individuals approach issues, solutions, and change from:
• A lens of inquiry and evidence for decision-making.
• A focus on partnerships and collaboration to create holistic solutions.
• A frame of appreciation and respect for all members of the community.
The goal of the Ed.D in Higher Education Administration is to bridge theory and practice
to create the scholar-leader required for 21st century higher education organizations.
Supervisory Committee
EdD supervisory committees consist of three faculty members, the majority of whom
must be full-time (Career line or tenure line) faculty in the student’s major department.
Students should choose a supervisory committee chair and committee members
no later than beginning of second year in program. The process of forming a
supervisory committee is completed by filing a Request for Supervisory Committee form
with the major department (see forms section).
Program of Study
Theory and Practice Core (15 credits)
ELP 7480 (3) Leadership & Social Justice Theory
ELP 7490 (3) History and Philosophy of U.S. Higher Education
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ELP 7545 (3) Higher Education Administration
ELP 7590 (3) Higher Education Finance, Budgeting and Planning
ELP 7605 (3) Preparation for Capstone
Inquiry Core (12credits)
ELP 7030 (3) Introduction to Inquiry
ELP 7040 (3) Quantitative Research Methods
ELP 7060 (3) Qualitative Research Methods
ELP (3) Inquiry Elective
Specialization Core (9 credits)
Practicum (3 credits)
Capstone (18 Credits)
Practicum
Three credits to expand their knowledge in the field. Professional conferences can be
used. Focused internships with higher education leaders. Students must enroll in ELP
7670.
Capstone
An experience that offers an opportunity to apply knowledge of inquiry, social justice,
and leadership within a real world setting. Option for individual capstone or team
capstone. Team capstones are initiated with a consulting project that is approved by
Capstone Chair. A written document that is produced that identifies relevant scholarship
within the context of the issue and supporting the solution or recommendation for a
problem of practice.
Supervisory Committee Meetings, i.e., proposal defense, final defense (doctoral
students only): The student interacts with supervisory committee chair as they
progress through the capstone progress to arrive at the capstone defense. A
majority of the committee members must be present at the capstone defense meeting,
either in person or remotely. Those that cannot attend in person should send feedback
to the supervisory committee chair prior to the meeting. A substitute faculty member can
also be appointed if necessary.
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Community College Leadership & Teaching Certificate (CCLT)
Coordinator: Dr. Jason Taylor
Introduction to the Program
The Community College Leadership & Teaching Certificate (CCLT) is a graduate
credential:
• Designed to provide current and aspiring community college leaders and faculty
with the knowledge, skills, and experiences to be effective leaders and
instructors in the diverse and complex community college context;
• Designed to develop leaders and faculty as social justice advocates who can
effectively design and implement policies, practices, and learning experiences
that promote equitable learning experiences and outcomes.
Benefits
The CCLT Program:
• Supports professional development and career advancement
• Accommodates working professionals through evening coursework
• Integrates applied learning experiences through the coursework and practicum
• Aligns with national community college leadership and teaching competencies
• Integrates collaborative learning experiences and networking opportunities
• Supports attendance and engagement at national conferences such as the
Council for the Study of Community Colleges
• Aligns with ELP graduate programs for stackable credentials
• Engages with leaders and faculty at SLCC and community colleges around the
country
Program Coursework Requirements
Core Requirements (9 credits)
ELP 7630 (3) The American Community College
ELP 7480 (3) Leadership, Diversity & Social Justice in K-12 & Higher Education
ELP 7670 (3) Practicum Experience
Additional Requirements for Leadership Strand (3 credits)
ELP 7590 (3) Higher Education Finance, Budget, and Planning
Additional Requirements for Teaching Strand (3 credits)
CTLE 6000 (3) Teaching in Higher Education
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Admissions Options – Select the one that is right for you
1. Non-degree seeking student (No access to financial aid)
• http://admissions.utah.edu/apply/nondegree/index.php
2. Second Bachelor’s degree student (Access to financial aid)
• http://admissions.utah.edu/apply/undergraduate/second-bachelors.php
3. Current ELP Graduate Student seeking graduate degree
• No application necessary; enroll in appropriate CCLT courses
4. Interested in future ELP graduate degree - Visit ELP websites to learn about
admissions process
Acceptable Substitutions for Current ELP Students (Sept. 10, 2017)
ELP students currently enrolled in a degree program can elect to add the CCLT
Certificate to their degree. If a student makes this choice, the table below explains
which CCLT Certificate courses can be substituted for courses in the degrees of M.Ed.
Student Affairs, Ed.D. Higher Education Administration, and Ph.D. Students should
consult with their advisor and Dr. Taylor on acceptable substitutions.
Course in CCLT
Certificate
M.Ed. Student
Affairs
Substitution
Ed.D. Higher
Education
Administration
Substitutions
Ph.D. Substitutions
ELP 7630 - The
American
Community College
No Substitution
No Substitution
No Substitution
ELP 7480 -
Leadership, Diversity
& Social Justice in K-
12 & Higher
Education
ELP 6520 –
Leadership for
Social Justice in
U.S. Higher
Education
Required in degree
Required in degree
ELP 7670 - Practicum
Experience (3
credits)
ELP 6711 if the
internship focuses
on community
college work
and
complete an
additional 75 hrs.
at the internship
site that will be
recorded through
ELP 7950 –
Independent
Study (1 credit)
Required in degree
but must be
community college
based
*Student should consult
with Chair of Dissertation
Committee and Advisor
for CCLT Certificate for
direction.
ELP 7545 –Intro to
Higher Education
Administration
ELP 6550 –
Student Affairs
Administration
Required in degree
No Substitution
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ELP 7590 - Higher
Education Finance,
Budget, and Planning
ELP 6570 –
Higher Ed Finance
Required in degree
No Substitution
ELP 7960 –
Community College
Pedagogy
No Substitution
No Substitution
No Substitution
CLTE 6000:
Teaching in Higher
Education
No Substitution
No Substitution
No Substitution
22
Doctorate of Philosophy (PhD)
Director of Graduate Studies: Dr. Chris Linder
Introduction to Program
Doctor of Philosophy (Ph.D.) students are expected to develop expertise in theory and
research related to educational leadership and/or policy. This program is designed
especially for those who seek careers as high-level administrators, university
professors, researchers, or research and policy analysts in educational agencies.
Students complete course work in: educational leadership, policy, and organizations;
content specialization in students in K12 or higher education, educational
leadership/organizations, educational policy, or critical studies in education; research
methods and apprenticeship; and independent research in the form of a dissertation.
Students complete several milestones throughout the process of earning a PhD, each of
which are described in detail in the following sections. While these milestones are
sequential in nature, one does not necessarily need to be complete before the next one
(for example, students will choose their supervisory committee and have their programs
of study approved before completing coursework). The milestones include:
• Coursework
• Selecting a Chair and Supervisory Committee
• Program of Study Meeting
• Qualifying Exam
• Dissertation Proposal
• Dissertation Defense
Faculty
Participating faculty in the Ph.D. program are highly skilled academicians who guide
students to achieve their academic goals. The ELP department has many excellent
faculty members in both K-12 and higher education. Profiles of the faculty, along with
copies of their curriculum vitae are available on the department website.
Initial Advisor
Upon enrollment in the program, students are assigned an advisor who works with them
for the first two years of their program. During the second or third year of study,
students identify a supervisory committee chair and committee members who will
approve the student's planned program of study which must be submitted to the
Graduate School. Students are allowed to individually tailor the selection of courses to
meet their individual interests and career goals. Typically, a Ph.D. student's program of
study will include 68 semester hours or more of total credit.
23
Coursework
Program of Study
ELP Core (12 credits) – To be taken in the first year or two of a student’s program
ELP 7220 (3) Leadership Theory
ELP 7240 (3) Organizational Theory
ELP 7480 (3) Leadership, Diversity, and Social Justice in Education
ELP 7440 (3) Education Policy
Content Specialization (15 credits) – 6 from outside of the department or college
TBD Students in K12 or higher education
TBD Educational leadership/organizations
TBD Educational policy
TBD Critical studies in education
Required Research Course Work (12 credits)
ELP 7960 (3) Introduction to Inquiry
ELP 7060 (3) Qualitative Methods I
ELP 7040 (3) Quantitative Methods I
ELP 7600 (3) Dissertation Proposal Writing Seminar
Specialization Sequence (9 or more credits)
TBD Qualitative Methods
TBD Quantitative Methods
TBD Mixed Methods
Research Apprenticeship (6 credits)
ELP 7660 Research practicum
Independent Research (14 credits min) – with Supervisory Committee Chair
ELP 7970 Thesis Research: Doctoral
Research Apprenticeship Courses
The purpose of the Research Apprenticeship Course (RAC) is to increase
student/faculty and student/student collaboration on a research project that will provide
the intensive mentoring and immersion experience in the research process. This
experience could be in the form of a team of students working with a faculty member on
a particular project that is large and on-going with respect to literature review, data
collection and analysis related to the end goals of the study or a group of students
providing editorial review work and learning about the publication process for an ELP
faculty member who is an editor of a journal. One result of the RAC could be in the form
of a conference presentation for the student or a publishable research paper with the
RAC faculty as an example. Ideally, the RAC should be taken toward the end of the
student’s course work and before the qualifying exams.
24
Residency Requirement. At least one year (i.e., two consecutive semesters) of the
doctoral program must be spent in full-time academic work at the University of Utah.
When a student proceeds directly from a master’s degree to a Ph.D. degree with no
break in the program of study (except for authorized leaves of absence). The residency
requirement may be fulfilled at any time during the course of study.
A full load is nine credit hours. Three hours of Thesis Research: Ph.D. (course number
7970) is also considered a full load after the residency requirement is fulfilled. The
Graduate Council may approve departmental or programmatic exceptions to the
minimum residency requirements and proposals for new programs or academic
offerings using distance-learning technologies and/or off-campus sites, as provided by
Graduate School policy. This does not refer to or fulfill State Residency Requirements
Supervisory Committee
Students should choose a supervisory committee chair and committee members
no later than the end of their second year. PhD supervisory committees consist of
five faculty members, the majority of whom must be tenure-line faculty in the student’s
major department. One member of the supervisory committee must be from another
department. The process of forming a supervisory committee is completed by filing a
Request for Supervisory Committee form with the major department (see forms
section).
The supervisory committee is responsible for approving the student’s academic
program, preparing and judging the qualifying examinations subject to departmental
policy, approving the thesis or dissertation subject, reading and approving the thesis or
dissertation, and administering and judging the final oral examination (thesis or
dissertation defense). The chair of the supervisory committee directs the student’s
research and writing of the thesis or dissertation. The final oral examination may be
chaired by any member of the supervisory committee consistent with departmental
policy. If a graduate student’s preliminary work is deficient, the supervisory committee
may require supplementary undergraduate courses for which no graduate credit is
granted. Decisions concerning program requirements, examinations, and the thesis or
dissertation are made by majority vote of the supervisory committee.
All University of Utah faculty members including tenure-line, career-line, adjunct,
visiting, and emeritus are eligible to serve as supervisory committee members. The
faculty member must hold an academic or professional doctorate, the terminal degree in
the relevant field, and/or must have demonstrated competence to do research and
scholarly or artistic work in the student’s general field. Persons not from the University
of Utah may also serve as committee members upon approval of the dean of The
Graduate School (a vita for the proposed committee members must accompany the
request). Committee chairs must be selected from tenure-line faculty. Immediate family
members are not eligible to serve on a student’s supervisory committee.
25
Program of Study Meeting
The Program of Study meeting provides an opportunity for students to engage with their
committee about their trajectory as a PhD student. The Program of Study Meeting takes
place once a student has identified a supervisory committee chair (advisor). Students
will provide an overview of the courses already taken along with their proposed
remaining courses. Additionally, students will provide their committee with a preliminary
review of their research interests, allowing committee members to review the student’s
entire plan and to make recommendations of courses or other opportunities that may
enhance the students’ ability to engage in meaningful research related to their topic.
Materials for an example Program of Study Meeting are included in the appendix of this
handbook.
Qualifying Exam
ELP PhD students complete a qualifying exam at the end of their coursework. The
qualifying exam is intended to demonstrate students’ mastery of research methods and
a subject specific area within the field of educational leadership or policy that reflects
the focus of the student’s independent research (i.e., educational policy as it relates to
access; college student retention; principal leadership and its impact on instructional
delivery). The exam also meets the Graduate School requirement of completing a
comprehensive exam. Successful passing of the qualifying exam results in students’
advancement to doctoral candidacy. Students must complete the qualifying exam within
12 months of completing their coursework. The date of the qualifying exam is set by the
student’s supervisory committee chair in consultation with the student to ensure that the
exam is taken within the time limits.
The final product of the exam demonstrates the student’s ability to engage the literature
in the reading list, to critically analyze the literature, and to apply their knowledge of
research methods to the problems suggested by the literature. Additional information
about the qualifying exam format may be found in the PhD Supplement.
Evaluating the Exam
When the student has completed and turned in their exam, it is read and evaluated by
the selected faculty readers. This process will be completed within three (3) weeks of
the exam’s completion date. Faculty may evaluate the exam as: pass, revise and
resubmit, or fail.
Students who pass the exam are advanced to doctoral candidacy. Students who fail the
exam or who must revise and resubmit are responsible for working with their
committees to determine what revisions are necessary to pass the exam. The revision
or retake must take place by the end of the semester following the one in which the
student takes the exam for the first time. Students will be allowed to retake or revise
their exam one time, consistent with departmental and University policy as found on the
Graduate School’s website (http://gradschool.utah.edu/graduate-catalog/degree-
requirements/—An examination or parts of an examination may be repeated only once
and only at the discretion of the student’s supervisory committee). Students who fail to
pass the exam revision or retake will not be advanced to doctoral candidacy.
26
Dissertation Process
Students enrolled in the PhD program must complete a dissertation proposal and final
dissertation. Each student’s experience of the dissertation will vary, depending on their
research questions and methodology. Students should work closely with their advisors
on the specific processes associated with their dissertation and additional information
on suggested guidelines may be found in the PhD Supplement.
PhD Review Points
Ph.D. students are reviewed at the following points of their program:
A. Formative Review: Conducted by the Director of Graduate Studies with the
assistance of the entire faculty this review is held at the end of the first year of
study.
B. Qualifying Exam: At or near the end of course-work, Ph.D. students must take a
qualifying exam (which is evaluated by the student's supervisory committee) to
assess if the student is eligible for advancement to doctoral candidacy.
C. Dissertation Proposal Defense: Following advancement to candidacy, a
student must successfully defend the dissertation research proposal to his/her
supervisory committee to proceed with his/her independent research.
D. Dissertation Defense: At the completion of the dissertation research and writing,
a student must successfully defend the dissertation study to his/her supervisory
committee. The final oral defense must be passed at least one month before
graduation, following the submission of a student's dissertation to the supervisory
committee.
Once a student has successfully passed their final dissertation defense, they are not
required to register for classes or pay tuition in any future semesters, even if they are
still working with the thesis office.
Supervisory Committee Meetings, i.e., program of study, proposal defense, final
defense (doctoral students only): A majority of the committee members must be
present at the meeting, either in person or remotely. Those that cannot attend in person
should send feedback to the supervisory committee chair prior to the meeting. A
substitute faculty member can also be appointed if necessary.
27
Educational Leadership and Policy Department Policies
Timelines and Incomplete Policies
By Graduate School policy, all work for master's degrees must be completed within four
consecutive academic years and work for doctoral degrees, seven years.
Requests to exceed established time limits must be recommended by a candidate’s
supervisory committee and approved by the departmental Director of Graduate Studies
and the Dean of the Graduate School. Students whose studies have been interrupted
for long periods of time and who have been granted extended time to complete their
degrees may be required to complete additional courses, to pass examinations, or
otherwise to demonstrate that they are current in their field. Candidates are required to
maintain a 3.0 or higher GPA in coursework. No graded work of C- (minus) or lower is
acceptable toward a degree or the administrative license.
A. Academic Probation - Effective August 14, 2003, a student earning less than a
3.00 cumulative GPA in the ELP graduate program in which they are enrolled will
be put on academic probation for the next two consecutive semesters of
enrollment and must maintain a 3.00 average during that time. If at the end of
this probationary period the student does not have a cumulative 3.00 GPA in
his/her program of study (i.e., courses associated with the completion/fulfillment
of the degree), the student will be dismissed from the academic program.
B. Student Incompletes - Students enrolled in the Departmental programs who
accrue more than four Incompletes (I) on their transcript at any given time in their
program of study or who accrue more than three Incompletes in a given year
(defined as enrollment for three consecutive semesters) or whose transcript
reflects an habitual pattern of Incompletes, will not be allowed to register for
course-work in the Department until these Incompletes have been addressed
(i.e., removed from their transcript, and a grade assigned).
1) If faculty resources are needed or requested by the student to address these
Incompletes or if a student must register in order to maintain his/her status with
the Graduate School or receive financial aid, then the student will be required to
enroll in a minimum of 3 semester hours of faculty consultation (ELP 6980/7980)
in conjunction with the faculty associated with the course(s) in question.
2) Enrollment in ELP 6980/7980 will be allowed for no more than one calendar
year.
3) Decisions regarding the number of hours that a student will be required to
enroll in ELP 6980/7980 beyond this minimum will be determined by the Director
of Graduate studies or Department Chair in conjunction with the faculty-member
supervising the student and based on the number of consultation hours required.
However, if a student chooses not to enroll for a given semester in order to
address his/her Incompletes, s/he will not be allowed to use faculty or university
resources.
28
Off-Cycle Admissions and Changing Degrees Policy
(Approved May 1, 2017)
The Department of Educational Leadership and Policy does not consider off-cycle
admission cases except for the following reasons:
• Students who are discontinued by the University because they forgot to
register for a semester or take a leave of absence. These students are
allowed to reapply upon the approval of their supervisory committee chair and
the director of graduate studies. They will not be required to submit new written
essays or letters of recommendation.
• Transfer students from another department within the College of Education
or University of Utah and transfer students from another university that are
relocating to Salt Lake City. For these situations, the admissions committee
(for that year) and the director of graduate studies will discuss the case and
make a decision on whether to allow the transfer student to apply off-cycle or not.
If the students are allowed to apply off-cycle, the application will be reviewed by
the current admissions committee and the director of graduate studies, and they
will then make a recommendation to the entire faculty and the department chair
will make the final decision on whether to admit or not.
• Students who decide at any point that they want to change degree
programs will have to formally re-apply to the Department and the specific
program. It is the responsibility of the student seeking to change programs to
discuss the details of the process (such as reviewing the personal statement or if
new letters of recommendation are needed or making copies of the previous
application file, application fees if warranted, etc) with their faculty advisor, the
Director of Graduate Studies and the administrative staff person in charge of
processing applications. The admissions committee will review the student
application along with all other applicants for the official fall-cycle admissions
only. If accepted to the alternate degree program, they will be subject to the
requirements for the new degree program. In addition, the student making the
change must provide a letter of support from their faculty advisor and the student
must be in good academic standing with course work, GPA, and completed
assignments.
29
Nonmatriculated Students
Students who do not qualify for admission to The Graduate School or non-degree-
seeking students may enroll in graduate-level classes on a nonmatriculated basis.
(Some graduate-level courses, however, are restricted because of full enrollment,
limited space, prerequisites, etc.) When such students want to be considered for
matriculated graduate status, they must apply formally through the Admissions Office.
Upon recommendation from the major department and approval by the Graduate
Admission Committee, the student may qualify for admission. Grades received during
nonmatriculated status do not guarantee admission into a graduate program.
International students on visas are not eligible for nonmatriculated status.
Credits earned by nonmatriculated students may or may not apply to a graduate degree
program. Graduate programs are designed and approved by faculty committees
assigned to supervise each graduate student. Decisions on accepting course credit are
made initially by these supervisory committees. Only nine semester hours of
nonmatriculated credit, taken no more than three years prior to the date of the request
for approval to the Graduate School, can be applied toward a graduate degree. Credit
for these hours is granted only if a grade of B or better was earned in the specified
courses. Any exception to these requirements must be requested by the department
chair or supervisory committee chair and approved by the dean of The Graduate
School.
Any requests for exceptions to these general admission policies should be directed in
writing to the Graduate Admissions Committee by the respective college or department.
30
Student Progress Review and Dismissal Policy
Approved by ELP Faculty as of 3/08/2017
Approved by Graduate School 3/25/2017
The following ELP dismissal polices are in concert with the University of Utah policies
regarding student dismissal. For further information regarding university policies, please
see the following: http://regulations.utah.edu/academics/6-400.php
I. The ELP department will conduct annual academic progress reviews of all graduate
students enrolled in degree-seeking programs. A written copy of the review will be
given to the student and placed in the student's academic file. The progress review
will include: a) a student self-report and assessment of academic progress; b) a
review prepared by the advisor and at least one other faculty member to focus on an
assessment of degree progress and student strengths and weaknesses--a copy of
this written review is given to the student; and c) an opportunity for the student to
discuss this review in person.
II. MASTERS PROGRAMS
A. Academic Expectations
1. M.Ed. in Student Affairs
The ELP Faculty – Higher Education have established the following
standards and expectations for successful progress in this degree
program:
• No grade below a C- will be accepted for completion of the
degree.
• The student may repeat the course two times if course is
available within a 4-year time frame for program completion.
• The minimum cumulative grade point average of a 3.0 is
required for completion of the degree.
• Students must make acceptable progress toward the degree
as determined by the program director in consultation with the
Director of Graduate Studies.
• The degree requirements must be completed in 4 years.
• The culminating experience is the Capstone course (ELP
6720) that is an in-person experience during the last semester
of enrollment. In this course, students write either a research-
scholar or research-practitioner paper that is reviewed for pass
by 2 ELP Higher Education Program faculty members. The
Capstone paper must receive a pass for successful
completion of the course and degree program.
Students are required to check-in with the Program Director every
term on progress towards successful completion. Students receive
feedback after the first year of matriculated enrollment on progress
from the Program Director. If the above standards and expectations
31
are not being met, the Program Director will establish a written plan
to meet these standards.
2. M.Ed Students in K12
The ELP Department has established the following standards and
expectations for successful progress in the K12 M.Ed. degree
programs (Teacher Leadership and K12 School Administration):
• A grade below C- is not accepted for credit toward a graduate
degree. Students may repeat a course two times if the course
is available within the 4-year time frame for program
completion.
• Candidates for graduate degrees are required to maintain a
3.0 or higher GPA in course work counted toward the degree.
Students who fall below a 3.0 cumulative GPA will be placed
on academic probation. Students will be granted two
consecutive semesters to bring GPA to 3.0 or higher.
• Students who receive more than one incomplete in a given
semester will not be allowed to register for subsequent classes
the next term until the previous incompletes are cleared.
• Incomplete grades may be given when special circumstances
intervene to prevent the timely completion of coursework. The
work should be completed as expeditiously as possible, but no
later than one year after the course was taken. Failure to
complete will result in a grade of ‘E’.
• Incomplete grades will be reviewed by the Director of
Graduate Studies and the Program Director on a case-by-case
basis to determine student status toward degree completion.
• Students must make acceptable progress toward the degree
as determined by the program director in consultation with the
Director of Graduate Studies.
B. Capstone Requirement
All graduate students enrolled in masters degree programs must complete the
capstone requirement specific to the program in which enrolled.
C. Time Limit
Academic requirements for each M.Ed. degree must be completed within four
consecutive academic years.
A student who fails to complete his/her degree within the required time period
may petition his/her program advisor for a one-time extension or leave of
absence. Petitions are evaluated by the Director of Graduate Studies and if
approved, forwarded to the Dean of the Graduate School. Petitions must
contain: 1) a rationale for the time extension; 2) an explanation of what
requirements need to be completed; 3) a descriptive timeline and final date
for completion of all degree requirements. Extensions and/or leaves of
32
absence are granted in rare cases and may only be granted for a total of one
academic year (fall/spring).
D. Leave of Absence
A student who wishes to discontinue enrollment for one or more semesters
(other than summer term) must timely file a request for leave of absence form
with the Director of Graduate Studies. Before being forwarded to the
Graduate Records Office for approval by the Dean of the Graduate School,
the form must be approved by the program advisor and/or the department
chair. The form must be submitted before the last day of classes prior to the
semester a leave of absence is requested. A leave of absence can only be
requested for a total of one academic year (fall/spring). The student must be
in good academic standing and it will not be counted against the student’s
time limit for program completion. Students cannot file a retroactive request
for leave of absence. The leave of absence has to be approved by the
Director of Graduate Studies and the Program Director.
E. Dismissal
Students in the M.Ed programs must meet all of the academic expectations
set forth above and make sufficient progress towards successful degree
completion. If the above standards and expectations are not being met,
students will be informed in writing of their academic deficiencies. If those
deficiencies are not corrected, the Director of Graduate Studies may
recommend dismissal from the program. Students may also be dismissed
for behavioral and/or academic misconduct. Dismissals, including appeals,
shall be processed according to procedures outlined in the “Code of Student
Rights and Responsibilities.”
(http://regulations.utah.edu/academics/6-400.php)
33
II. Ed.D. PROGRAMS
A. Academic Expectations
• A grade below C- is not accepted for credit toward a graduate degree.
• Candidates for graduate degrees are required to maintain a 3.0 or higher
GPA in course work counted toward the degree. Students who fall below
a 3.0 cumulative GPA will be placed on academic probation. Students will
granted two consecutive semesters to bring GPA to 3.0 or higher.
• Students who receive more than one incomplete in a given semester will
not be allowed to register for subsequent classes the next term until the
previous incompletes are cleared.
• Reports of ‘credit/no credit’ and ‘audit’ are not acceptable for a course to
count toward student’s program of study.
• Incomplete grades will be reviewed by the Director of Graduate Studies
and the Program Director on a case-by-case basis to determine student
status toward degree completion.
• Students must make acceptable progress toward the degree as
determined by the program director in consultation with the Director of
Graduate Studies.
• Incomplete grades may be given when special circumstances intervene to
prevent the timely completion of coursework. The work should be
completed as required below. Failure to complete course work within one
year after the course was taken will result in a grade of ‘E’.
• Students must maintain satisfactory progress toward the ELP EdD degree
as described below.
B. Graduate Advising and Review
Students should check-in with their assigned advisor or the Graduate Program
Director each semester on progress towards successful degree completion.
Students receive written feedback on academic progress after the first year of
matriculated enrollment on progress from the Director of Graduate Studies. The
purpose of the review is to assess the overall program of each student in the
program and to identify means by which the faculty can assist each student to
achieve success in the program.
Students are required to have selected a committee chair and committee
members for the Capstone prior to summer of year two (excluding leaves of
absence).
C. Time Limit
All requirements for the entire program of the Ed.D degree must be completed
within seven consecutive years.
A student who fails to complete his/her degree within the required time period
may petition his/her program advisor for a one-time extension. Petitions are
evaluated by the Director of Graduate Studies and if approved, forwarded to the
Dean of the Graduate School. Petitions must contain: 1) a rationale for the time
34
extension; 2) an explanation of what requirements need to be completed; 3) a
descriptive timeline and final date for completion of all degree requirements.
An extension can only be granted for a total of one academic year (fall/spring).
D. Leave of Absence
Students must be continuously enrolled (meaning Fall/Spring) to remain in
good status with the Graduate School. If a student fails to register and does not
timely request a leave of absence, the student will have to apply to the graduate
school and department for re-admission. Students cannot file a retroactive
request for leave of absence.
Students who choose to discontinue their studies for one or more semesters
(other than summer term) must timely file a request for leave of absence form
with the Director of Graduate Studies. Before being forwarded to the Graduate
Records Office for approval by the Dean of the Graduate School, the form must
be approved by the supervisory committee chair and/or the department chair.
The form must be submitted before the last day of classes prior to the semester
you are requesting a leave of absence.
A leave of absence can only be requested for no more than a total of one
academic year (fall/spring) or two semesters. Time periods set forth in this
policy will be adjusted for the additional extra one year for an approved leave of
absence.
E. Dismissal
Students in the Doctoral program must meet all of the academic expectations set
forth above and make sufficient progress towards successful degree completion.
If the above standards and expectations are not being met, students will be
informed in writing of their academic deficiencies and will be referred to the
department chair in consultation with his/her advisor for review and
consideration. This review will be done on a case by case basis; if it is
determined that the student should be given the opportunity to meet the
Department and advisor academic requirements toward degree completion, this
will be detailed in writing with specific steps and timeline for completion and
spelled out in a formal letter of agreement. If the student completes this phase,
then they will back in good standing to proceed toward degree. If the
requirements are not met by the deadline set in the timeline agreement, the
student case will be reviewed again by the Department chair in consultation with
the faculty advisor of the student and the DGS. After this review, the student’s
status in the Department will be a recommendation of dismissal from the doctoral
program. A student may reapply for re-admission once they are dismissed, but
there is no guarantee of acceptance, and the student would have to re-take all
classes and program requirements toward degree completion. These policies in
no way supersede or are a substitute for regulations of the Graduate School.
Students may also be dismissed for behavioral and/or academic misconduct.
Dismissals, including appeals, shall be processed according to procedures
35
outlined in the “Code of Student Rights and Responsibilities.”
(http://regulations.utah.edu/academics/6-400.php).
36
III. Ph.D. PROGRAM
A. Academic Expectations
In order maintain satisfactory progress toward an ELP Ph.D. degree, students
are required to meet the following minimum criteria:
• Complete their degree within 7 years of admission to the program.
• Secure and maintain regular contact with a faculty advisor in the
Department who supervises the student's studies in ELP.
• Maintain an over-all grade point average of at least 3.0 in graduate
courses completed at the University of Utah for credit toward the degree. If
the cumulative GPA falls below a 3.0, the student will be placed on
academic probation for the next two consecutive semesters of enrollment
and must maintain a 3.00 average during that time. If at the end of this
probationary period the student does not have a cumulative 3.00 GPA in
his/her program of study (i.e., courses associated with the
completion/fulfillment of the degree), the student will be dismissed from
the academic program. Nothing below a C- is accepted for graduate
credit.
B. Timely Complete Courses
• An approved incomplete may be given when special circumstances
intervene to prevent the timely completion of coursework. The work should
be completed as expeditiously as possible, but no later than one year after
the course was taken. Failure to complete will result in a grade of ‘E’.
• Incomplete grades will be reviewed by the Director of Graduate Studies x
on a case-by-case basis to determine student status toward degree
completion.
• Students who receive more than one incomplete in a given semester will
not be allowed to register the next semester until the previous incompletes
are cleared.
C. Timely Fulfillment of Degree Requirements
• Students must make acceptable progress toward the degree as
determined by the Director of Graduate Studies.
• Complete an approved plan of study formal hearing by the end of the
student’s third semester of graduate study.
• Pass the comprehensive Qualifying Examination within the equivalent of
three years of full-time study or four years part-time study after admission
to the Ph.D. program. Students will have a maximum of two opportunities
to pass the Qualifying Examination.
• Pass the dissertation proposal defense examination within 7 years after
formal admission to the Ph.D. program. Students will have a maximum of
two opportunities to pass their proposal defense examination.
•
Any student who fails to take either the Qualifying Examination or the final
dissertation defense examination within the time limits suggested will, unless
37
granted an extension, be declared "inactive." An inactive student is not
eligible for any examination or for the degree until his/her program of studies
has been reviewed and approved by the dissertation committee. The purpose
of the review is to determine: whether the student should seek re-submission
to doctoral study, whether additional course work may be necessary, and/or
whether the thesis proposal or thesis remains acceptable.
D. Graduate Advising and Review
Students should check-in with their assigned advisor or the Graduate
Program Director each semester on progress towards successful degree
completion.
Students receive written feedback on academic progress after the first year of
matriculated enrollment on progress from the Director of Graduate Studies.
The purpose of the review is to assess the overall program of each student in
the program and to identify means by which the faculty can assist each
student to achieve success in the program.
Students are required to have selected a committee chair and committee
members for the Qualifying Exam no later than fall of Year 2 (excluding
leaves of absence).
E. Time Limit
All requirements for the Ph.D. degree must be completed within seven
consecutive years.
A student who fails to complete his/her degree within the required time period
may petition his/her program advisor for a one-time extension. Petitions are
evaluated by the Director of Graduate Studies and if approved, forwarded to
the Dean of the Graduate School. Petitions must contain: 1) a rationale for the
time extension; 2) an explanation of what requirements need to be completed;
3) a descriptive timeline and final date for completion of all degree
requirements.
An extension can only be granted for a total of one academic year
(fall/spring).
F. Leave of Absence
Students must be continuously enrolled (meaning Fall/Spring) to remain in
good status with the Graduate School. If a student fails to register and does
not request a leave of absence, the student will have to apply to the graduate
school and department for re-admission. Students cannot file a retroactive
request for leave of absence.
Students who choose to discontinue their studies for one or more semesters
(other than summer term) must file a request for leave of absence form with
the Director of Graduate Studies. Before being forwarded to the Graduate
Records Office for approval by the Dean of the Graduate School, the form
must be approved by the supervisory committee chair and/or the department
chair. The form must be submitted before the last day of classes prior to the
semester the student is requesting a leave of absence.
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A leave of absence can only be requested once during a doctoral
program and only for a total of one academic year (fall/spring). Time
periods set forth in this policy will be adjusted for the additional extra one year
for an approved leave of absence.
G. Dismissal
Students in the PhD program must meet all of the academic expectations set
forth above and make sufficient progress towards successful degree
completion. If the above standards and expectations are not met, students will
be informed in writing of their academic deficiencies and will be referred to the
department chair in consultation with their advisor for review and
consideration.
This review will be done on a case by case basis; if it is determined that the
student should be given the opportunity to meet the Department and advisor
academic requirements toward degree completion, this will be detailed in
writing with specific steps and timeline for completion and spelled out in a
formal letter of agreement. If the student completes this phase, then they will
back in good standing to proceed toward degree. If the requirements are not
met by the deadline set in the timeline agreement, the student’s case will be
reviewed again by the Department chair in consultation with the faculty
advisor of the student and the DGS. After this review, the student’s status in
the Department will be a recommendation of dismissal from the doctoral
program.
A student may re-apply for re-admission once they are dismissed, but there is
no guarantee of acceptance, and the student would have to re-take all
classes and program requirements toward degree completion. These policies
in no way supersede or are a substitute for regulations of the Graduate
School.
Students may also be dismissed for behavioral and/or academic misconduct.
Dismissals, including appeals, shall be processed according to procedures
outlined in the “Code of Student Rights and Responsibilities.”
http://regulations.utah.edu/academics/6-400.php
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Professional Associations
Students are encouraged to pursue membership in professional associations that can
add to their growth and development. The following are recommended state and
national associations.
National Associations:
American Educational Research Association (AERA)
www.aera.net
Association of College and University Housing Officers – International (ACUHO-I)
www.achho-i.org
Association for Orientation*Transition*Retention in Higher Education (NODA)
www.nodaweb.org
Association of Supervision and Curriculum Development (ASCD)
www.ascd.org
College Student Educator International (ACPA)
www.myacpa.org
The Global Community for Academic Advising (NACADA)
www.nacada.ksu.edu
Student Affairs Administrators in Higher Education (NASPA)
www.naspa.org
University Council for Educational Administration (UCEA)
www.ucea.org
Utah Associations:
Utah Association of Elementary School Principals (UAESP)
www.usoe.k12.ut.us/principal/UAESP/Site%20index.htm
Utah Association for Secondary School Principals (UASSP)
www.usoe.k12.ut.us/principal/uassp.htm
Utah Association of Supervision and Curriculum Development (UASCD)
www.ascd.org
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Research Policies and Training
ELP follows all University guidelines for IRB submissions and research components and
expectations. Please see the IRB website for additional information
IRB: https://irb.utah.edu/
Research Education provides free professional development opportunities for all faculty,
staff, postdoctoral scholars and members of the University research community.
Research Administration Training (RATS):
https://campusguides.lib.utah.edu/c.php?g=1029638&p=7462431
