Appalachian State University’s Doctoral Program in Educational Leadership fosters the development of educators who embrace just and sustainable practices. We support and nurture a wide variety of research methodologies that enhance collaborative learning to create positive individual, social, cultural, and institutional change. We consistently engage in a critical analysis of biases, including race, gender, poverty, and all other identities that shape our lives. Across a variety of disciplines, our inclusive and challenging program inspires a diversity of critical thought and unique transformative experiences. 

The Ed.D. is designed for potential and practicing educational leaders who wish to develop and refine their leadership capabilities in educational organizations. 

• Introduce students to the methodologies of critical analysis of educational theories and practices.

• Engage students in disciplined inquiry in the field of education.

• Prepare students for making contributions to educational theory and practice.

• Prepare students to become leaders and agents of change in diverse educational settings.

Five concentrations are available to students. Electives (12-15 credit hours) must come from the lists below to fulfill the requirements for these concentrations. Internships are required for each concentration unless they are waived due to an Ed.S. If a course is not listed, approval from the Director of the Doctoral Program is necessary in order for it to count towards the required elective credit hours. To get approval, the student must send the course name, course number (must be 5000, 6000, or 7000 levels), and a syllabus to the Program Director at least 3 weeks before the start of the semester. 

During the first year of the doctoral program, students should develop a preliminary plan for their electives and communicate them with the Academic Advisor. The Advisor will have a meeting with each student in the cohort during their first semester in the program. Students should also meet with the Graduate Program Director in their selected doctoral concentration area to plan electives and internships. 

Please reference the links to the concentrations below for the lists of requirements. There are checklists for each concentration provided in the appendices (top right tab of the handbook). 

• Professors attuned to the needs of adult learners

• Access to faculty in a wide variety of disciplines

• Applied practice in community research via an internship

• Cohort structure

The cohort model of education is central to the Doctoral Program. Working in concentration-based cohorts, students  acquire skills in using research to understand organizational and social issues, with a growing capacity for leading adaptive, sustainable, and just change. Through a selective admissions process, cohort members are chosen from diverse educational leadership settings. This model allows for the integration of educational scholarship and practice in a supportive, collegial environment. 

The doctoral degree has a minimum 60 credit hour requirement. The core curriculum is 36 credit hours (including 3 credits of core electives). Additionally, the program requires 12-15 elective credit hours, 3-6 internship credit hours, and 6 dissertation credit hours. Because 48 hours of coursework must be at the 6000 or 7000 levels, a maximum of 12 credits may be taken at the 5000 level.

The minimum educational requirement for all students is a master’s degree. For students entering the program with an Ed.S. from Appalachian State University, up to 30 credit hours may be waived toward the doctoral required 60 credit hours. 

To accommodate working students, core curriculum classes are offered in the evenings two nights each week for two academic years -- including summer sessions. Online courses involve both synchronous and asynchronous classwork. The scheduling of elective courses varies by individual and concentration. 

Continuous enrollment in doctoral coursework is expected, typically involving two courses per term, including summer.

The required courses for the Doctoral Program in Educational Leadership are listed below. Course descriptions may be found in the Graduate Bulletin. 

Foundational and Professional Courses (21 Credit Hours)

• EDL 7011: Theoretical Frameworks for Social Inquiry & Practice (3)

• EDL 7020: Organizational and Systems Theory (3)

• EDL 7025: Leadership in Theory and Practice (3)

• EDL 7027: Leadership for Organizational Innovation (3)

• EDL 7032: Educational Leadership Policy Seminar (3)

• EDL 7065: Writing for the Professional Educator (3)

• Additional Elective approved by the Program Director (3)

Research Courses (15 Credit Hours)

• RES 7160: Qualitative Research Traditions in Education (3)

• RES 7165: Quantitative Research Methods in Education (3)

• RES 7190: Dissertation Proposal Seminar (3)

Advanced Research Electives - Select 2 of the following (at least one must be either

7175 or 7180):

• RES 7175: Quantitative Data Analysis for Educational Leaders (3)

• RES 7180: Qualitative Research Methods and Analysis (3)

• One RES elective (3)

Electives are selected in consultation with the Concentration Advisor and/or Doctoral Program Director. Students must choose from elective courses listed in the Graduate Bulletin or approved by the Program Director. Electives must be graduate-level (5000, 6000, or 7000 levels) and advance the student’s academic goals concerning the student’s concentration and program of study. 

Elective credit hours may be waived for students who have completed an Ed.S. degree from Appalachian State University. 

Upon completing all coursework, qualifying exam, and approval of a proposal/prospectus by the School of Graduate Studies, students are required to register for 6 credit hours of EDL 7999, typically taken over two consecutive semesters. 

For essential details, see the EDL 7999 section below. 

Continuous enrollment in doctoral coursework is expected, typically involving two courses per term, including summer.

The required courses for the Doctoral Program in Educational Leadership are listed below. Course descriptions may be found in the Graduate Bulletin. 

Foundational and Professional Coursework (24 Credit Hours)

• EDL 7011: MultiDisciplinary Seminar on Emerging Issues I (3)

• EDL 7012: MultiDisciplinary Seminar on Emerging Issues II (3)

• EDL 7020: Organizational and Systems Theory (3)

• EDL 7025: Leadership in Organizations (3)

• EDL 7035: Curriculum History, Theory, and Practice in Educational Organizations (3)

• EDL 7040: Educational Organizations and Technology (3)

• EDL 7065: Writing for the Professional Educator (3)

• Additional Elective approved by the Program Director (3)

• EDL 7160: Qualitative Research Methods (3) 

• EDL 7165: Applied Quantitative Approaches in Education I (3) 

In addition to EDL 7160 and EDL 7165, students will select two of the courses below:

• EDL 7175: Applied Quantitative Approaches in Education II (3)

• EDL 7530-7549: Special Topics in Doctoral Research (3)

• EDL 7180: Advanced Qualitative Research in Education (3)

Electives are selected in consultation with the Concentration Advisor and/or Doctoral Program Director. Students must choose from elective courses listed in the Graduate Bulletin or approved by the Program Director. Electives must be graduate-level (5000, 6000, or 7000 levels) and advance the student’s academic goals concerning the student’s concentration and program of study. 

Elective credit hours may be waived for students who have completed an Ed.S. degree from Appalachian State University. 

Students may complete either 3 or 6 credit hours of EDL 7900: Internship. The total number of elective and internship courses should equal 18 credit hours. 

Students enroll in EDL 7999 in the semester following Graduate School approval of the proposal/prospectus, the qualifying exam, and the completion of all coursework. Specific course registration instructions will be provided to the student by the Program Associate or Academic Advisor.

For essential details, see the EDL 7999 section below. 

An Independent Study is an opportunity for a doctoral student to complete more intensive and focused coursework around a topic not already presented in another doctoral course. It is not a required course. Arrangements for an Independent Study must be negotiated with a supervising faculty member. Please be aware that supervising an independent study is an additional, uncompensated responsibility for a faculty member and should only be pursued in extenuating circumstances.

For an Independent Study to be approved, a student must email a syllabus no later than 3 weeks before the start of the semester to the Doctoral Program Director, the faculty member supervising the Independent Study, and the Program Associate.

The syllabus must contain the following: 

• Name of student and faculty member

• Semester of study

• Course number (EDL 7500)

• Title of the course

• Purpose of the course

• Course objectives and outcomes

• Major assignments and readings

• Required university syllabus policies (found here)

Doctoral students are required to maintain continuous enrollment during the major academic semesters (Fall and Spring) for the program's entirety. Enrollment is not required during the Summer semesters, after major coursework is completed, but is encouraged. If students choose not to register in the Summer semesters, they will not have access to the library and its resources during those semesters. 

EDL 7989 is a non-credit earning, fee-bearing course intended to maintain enrollment after coursework. To maintain continuous enrollment, students should register for the appropriate section of EDL 7989 when not enrolled in other coursework. EDL 7989 is used primarily during the Qualifying Examination (EDL 7989-375) and Prospectus/Proposal (EDL 7989-376) phases. 

Students who have successfully completed 6 credit hours of EDL 7999: Dissertation Research, but need additional semesters to complete their dissertation, must register for EDL 7989-377 for every consecutive major semester (Fall and Spring) until their dissertation is completed and they have successfully defended. If enrollment is dropped, a student is not guaranteed to be readmitted to the program.

Students will be invited to participate in occasional support sessions based on respective stage during their EDL 7989 enrollment. 

This section will cover the details surrounding the Internship including the suggested timeline, the specific processes within our department and the Graduate School, and the specifics. 

All students are required to complete an internship unless they have their internship credits waived at the beginning of the Doctoral Program due to having earned a recent EdS from Appalachian State University. Credits are waived on a case-by-case basis. 

Faculty Advisor: A Graduate Faculty member who supervises the internship and assigns a final grade.

Site Supervisor: A professional at the site where the student is completing the internship.

A student will complete 3 or 6 credit hours of internship courses. Academic credit will be based on a minimum of 40 field placement hours per semester credit hour. Therefore, a 3 credit hour internship will equate to at least 120 hours of student work over the course of the semester. This time includes background reading, work on-site, coordination of meetings, reflective writings, and development of the Internship Portfolio. 

A student who completes a 6-hour internship will usually have 3 of those hours replace one 3 hour elective. A student must take a total of 18 hours of elective and internship credits combined in the concentration area. i.e., a 3 credit hour internship requires 15 credit hours of electives (summation of 18 credit hours total). A 6 credit hour internship requires 12 credit hours of electives (summation of 18 credit hours total). Students often opt for 6 hours of internship credit when their internship includes duties and opportunities that require two semesters of effort.

Generally, doctoral internships should not occur in settings that overlap with a student’s professional role to avoid conflicts of interest. Site Supervisors should not be in other supervisory relationships with interns, nor vice versa. Internship tasks may be related to an intern’s professional role. However, they may not consist of the intern’s daily duties (i.e., one’s “day job” cannot also be one’s “internship”). If a proposed internship blurs these boundaries and is still considered a worthwhile internship experience, an additional Memorandum of Understanding may be required from all parties involved.

• Communicate | 3 Months Before: At least 3 months before the start of the semester of the student’s internship, the student should work with the Faculty Advisor and the Site Supervisor to clarify the specific tasks that the student will complete during the internship, the schedule for doing so, and the anticipated outcomes.  

• Proposal | 1 Month Before: At least 1 month before the start of the semester of the student’s internship, the student must submit an internship proposal to the Doctoral Program Associate Director. Upon approval by the Associate Director, the student must secure signatures from the Faculty Advisor and Site Supervisor. Failure to submit the proposal 1 month prior to the start of the semester may result in the internship not being accepted for registration in that academic semester. 

• Contract | 2 Weeks Before: Upon receipt of the signed proposal, the Associate Director will generate the Graduate School contract. The student will secure the Site Supervisor’s signature and return the contract to the Associate Director for registration. Failure to submit the contract 2 weeks prior to the start of the semester may result in the internship not being accepted for registration in that academic semester.  

All steps must be followed for the internship to be approved and the contract processed, and Graduate School deadlines are firm. Legally, the contract must be completed and processed by the Graduate School before the internship can begin.  

The Faculty Advisor provides leadership, guidance, collegial support, and advocacy for the intern. They will encourage experiential learning, self-direction, and realistic self-appraisal. The Associate Director will consult with the Faculty Advisor on the status and progress of the internship. After completing the internship, the Faculty Advisor will review the internship portfolio, complete the Internship Portfolio Assessment Form, share it with the Associate Director, and assign the final grade.

The Site Supervisor provides mentorship and expertise at the site of the internship. The Site Supervisor will complete the Internship Evaluation Form at the conclusion of the semester-long internship and share it with the Associate Director. 

Throughout the internship, the student will compile an internship portfolio that reflects their internship experiences. The portfolio will serve to inform the Faculty Advisor of the activities, concerns, and highlights of the internship while providing a record of the intern’s work. 

The portfolio needs to include, but is not limited to:

• A completed internship proposal and contract

• Copies of any materials created during the internship (event flyers, reports, meeting notes, etc.)

• A log of internship activities (i.e., attendance at seminars, meetings, conferences, and hours worked)

• A reflective journal that includes the following components: 

1. Narrative summary of internship activities, outcomes, and obstacles in relation to the student’s learning goals.

2. A critical reflection about the impact of the internship on the student’s professional/leadership capabilities. 

3. An overall self-assessment of the student’s learning and progress during the internship, including suggestions for follow-up activities.

Students need to adhere to the Internship Rubric criteria to create and complete their internship portfolio. Each component of the rubric must be addressed.

The Qualifying Essay (QE for short) is a program requirement of the Doctoral Program in Educational Leadership. Guidance documents, including a FAQs sheet and evaluation rubric can be found in the Appendices. The Qualifying Essay has several key objectives.  

1. To look back: Students will reflect on key learning from their coursework and crystallize their current (and changing) perspective on an educational problem, in relation to their understanding of leadership and inquiry.  

2. To look forward: Students will succinctly describe a problem of educational practice, forecasting the trajectory of their dissertation research. The essay also calls for intentional reflection and planning for their professional development as a scholarly practitioner.

3. To demonstrate competence: Students will complete the essay in clear, competent academic prose that demonstrates knowledge and communication skills expected of a scholarly practitioner.

To move on:  Students will be expected to complete this essay within their coursework phase, enabling quicker progress to dissertation work. 

The Qualifying Essay will be 4000-6000 words in length (not including references). The essay should be grounded in scholarly literature with thorough citations throughout the document. In this essay, students will integrate their learning in the program by responding to all of the guiding questions below. While some elements of previous writing assignments may be judiciously incorporated, the bulk of the Qualifying Essay should be fresh, integrative work.

1. What’s a problem of educational practice that you find compelling? 

   • How is that problem shaped by sociocultural, policy, and/or organizational contexts? 

   • In what ways is this a problem of power, belonging, and/or equitable access to resources in education

   • What specific theory/framework/concept has changed and guided your thinking about the problem?

2. How do you approach this problem, as an educational leader?

   • What’s the role of leadership in addressing this problem and how do you position your work as a leader, theoretically and practically?  

   • As a leader, how could you open productive possibilities for addressing this problem in a given context—particularly in a way that enhances educational equity? 

3. How might a process of systematic inquiry enable you to productively engage/study the problem?

   • What theoretical orientation toward inquiry are you leaning into and why?

   • What specific methodological approach could you utilize for your inquiry, in light of the selected problem

4. How has your doctoral study surfaced your strengths and growth areas as a scholarly practitioner? 

   • How is your identity and work as a scholarly practitioner evolving?

   • In what specific ways will you pursue your ongoing professional development as a scholarly practitioner moving forward?

The doctoral program recommends that students have enough coursework to equip them to effectively respond to the required questions before completing their QE. Students will self-determine when they wish to write and submit their QE within an established general parameter. Specifically, doctoral students may submit their QE after they have completed a minimum of 36 credits (typically, after 6 terms) of doctoral coursework. (EdS holders must complete at least 15 credits of doctoral-level coursework.)  

Submissions will typically be made in the fall or spring semester of the 3rd year of coursework. Each concentration area may make their own recommendation to students regarding the timing for their QE writing and submission, within the established program parameter.

The submission deadlines will be as follows: 

• Fall semester deadlines: September 1 and November 1

• Spring semester deadlines: February 1 and April 1

QE reviews are not anticipated to take place in the summer because faculty members are not on contract during this period. 

Each QE paper will be read by at least two reviewers, including one faculty member from the concentration area and one from the EdD program or the Research faculty.  One of the reviewers may be, but is not necessarily, the student’s identified dissertation chair.  In cases of wide discrepancy between the two reviewers, an additional third review may be required by the Doctoral Program.  

The faculty reviewers will employ a rubric to guide their assessment of the QE.  The ratings from the different reviewers will be aggregated into an overall rating. In addition, reviewers may also provide specific feedback on the student’s strengths and any suggested areas of growth as a scholarly practitioner.

Students will receive an aggregate rating which indicates the status of their Qualifying Essay as:

• Exemplary

• Qualified

• Not Yet Qualified

For students who meet expectations as “exemplary” or “qualified”:

• They officially “pass” the Qualifying Essay.

• They may meet with the Doctoral Student Advisor to review faculty feedback regarding strengths and opportunities for growth.  

For students who do not (yet) meet expectations:

• They will meet with the Doctoral Student Advisor and/or Doctoral Program Director/Associate Director to review faculty feedback and opportunities to improve any underdeveloped areas of the Qualifying Essay.

• In situations in which multiple aspects of the Qualifying Essay are underdeveloped, the reviewers may recommend that a student prepare a Professional Growth Plan. This Growth Plan shall include 1) concrete actions the student will be expected to take to strengthen skills and knowledge in identified areas and 2) specify the timeline for completion of those actions.

• They will be required to revise and resubmit the QE by the next appropriate deadline.

Students will not be able to submit their dissertation proposal until successful completion of the QE.  Thus, if a student has not successfully completed the QE by the end of their coursework, they will be required to enroll in EDL 7989 (“holding course”) until the QE is successfully completed.  

Students who are not able to meet expectations on the Qualifying Exam within one term of enrollment in EDL 7989 may be encouraged to withdraw from the EdD program and/or recommended for academic suspension.

The Qualifying Essay will be 4000- 6000 words in length (not including references). The essay should be grounded in scholarly literature with thorough citations throughout the document. In this essay, students will integrate their learning in the program by responding to all of the guiding questions below. While some elements of previous writing assignments may be judiciously incorporated, the bulk of the Qualifying Essay should be fresh, integrative work.

The Qualifying Examination (QE) functions as a threshold between coursework and the dissertation proposal/prospectus. The QE requires students to demonstrate their ability to identify, synthesize, and critique foundational concepts and theories in relation to a significant educational issue. It demonstrates and applies knowledge gained from doctoral courses and lays the groundwork for designing and conducting dissertation research. It must be passed before beginning dissertation work. 

The QE consists of two interrelated papers that answer two of the four questions below, chosen in concert with the Chair. Each paper must be 20-25 pages in length, for a total minimum length of 40 pages excluding references, and must adhere to current APA 7 formatting requirements. A unified reference list will accompany both papers. There should be coherence between the two papers that enriches the student’s thinking and informs the student’s future research design.

A student must have a dissertation Committee Chair to begin work on their Qualifying Examination (QE). The Chair must be a member of Appalachian’s Current Graduate Faculty. The full three-member dissertation committee will be formalized via the Committee Membership Form at the end of the Proposal/Prospectus stage. At this point, please notify the program when you have identified a faculty member who has agreed to chair your dissertation.  

To be eligible to complete the QE, a student must:

• have 30 credit hours of coursework already completed

• be in the final semester of their core coursework

• have a Chair identified and confirmed

The QE must reflect the student’s own independent work. 

• Chairs may not read drafts or edit QE submissions. The final document must stand as an example of the student’s own academic prose. It is appropriate -- and desirable -- for Chairs to provide students with high-level guidance before they begin writing the QE (e.g., giving feedback on a student-generated outline). The Chair is a teacher and source of support and knowledge throughout the dissertation process. While care should be taken to be sure the QE reflects the student’s own work, it can, and should, be guided work. 

• It is appropriate for Appalachian doctoral students to review and revise each other’s QE drafts, especially when intra-cohort writing support relationships have been developed, as such relationships can also support dissertation completion. 

• Students may draw upon work completed for prior courses in their QE preparation. However, such work must be redeveloped and recontextualized to fit the purposes of the QE (i.e., not just “cut-and-paste”).

Question1: Theoretical Traditions and Frameworks 

How does a substantive theoretical framework or a broad philosophical paradigm inform a significant educational issue? 

• Focusing on a significant issue in education, write a paper that engages with a theory that provides a foundation or framework for your thinking about the issue. Evaluate the theory’s implications for serving as a framework or foundation for understanding and analyzing a research topic.

Address the following: 

• Describe the foundations/origins/history of the theory using major authors and their contributions to the theory

• Explain the key principles and assumptions of the theory

• Critique the theory in relation to educational inquiry

Question 2: The Research/Policy Literature 

What is the historical and current body of scholarship that surrounds a significant issue in education? 

• Focusing on a significant issue in education, review the relevant research or policy literature. Prepare a review of the research design and methods that synthesizes, critiques, and evaluates the historical and current trends in the field. 

Address the following:

• Describe the broad context (legal/political/institutional) of the issue 

• Synthesize the major trends, findings, and debates in the historical/contemporary scholarship

• Critique the strengths, weaknesses, and gaps in the body of scholarship 

• Analyze how the scholarship frames and shapes the issue for educational practitioners, with particular concern for social justice. Provide suggestions and implications for future inquiry.

If the student, in consultation with the Chair, chooses to complete question 3 or 4, then they should only answer one or the other, but not both. 

Question 3: Methodological Review (Broad Review) 

What are the historical and current research methodologies used to produce knowledge about a significant issue in education? 

• Focusing on a significant issue in education, review the relevant research or policy literature. Prepare a review of research design and methods that synthesizes, critiques, and evaluates the historical and current trends in the field. 

Address the following: 

• Synthesize the major methodological trends in the historical/contemporary scholarship

• Compare and critique research questions and knowledge claims connected to key methodologies

• Critique methodological strengths, weaknesses, and gaps in the body of scholarship (e.g. What's missing?)

• Analyze methodological opportunities for future research in the field.

-OR-

Question 4: Methodological Review (Deep Review) 

How does a particular methodology inform (or have the potential for informing) a significant educational issue? 

• Focusing on a particular methodology, write a paper that provides a foundation or framework for producing knowledge about an issue in relation to research questions/goals. 

Address the following: 

• Describe the foundations/origins/history of the methodology, using major authors and their contributions to the methodology. 

• Explain the key principles, assumptions, analytical tasks, and theoretical tenets of the methodology (e.g., purposes, procedures, methods, subjectivity, validity, reliability, generalizability) [specific to qualitative work: subject, data, voice, narrative, meaning making] 

• Synthesize and critique the use of the methodology for knowledge production in education inquiry • Evaluate the methodology’s implications for producing knowledge connected to the significant issue in education that was researched for question 1 or 2 (e.g., What gap might this fill?)

Each question of the QE will be independently scored by each of the two readers using the Qualifying Exam Rubric (see below), who will then share their scores and come together to reach a consensus on the final disposition of the QE. 

Review of the QE will result in one of the following outcomes: 

• If the total of the two QE question averages is 36 or above, the QE passes.

• If the two QE question averages are 35 or below, the student may revise on the first attempt or fail on the second attempt. 

Revisions will be completed according to the schedule set by the Chair and Associate Director and will be resubmitted via ASULearn as above. If the QE is evaluated as failing after the second submission, a meeting will be held with the Director and Associate Director of the Doctoral Program to discuss the student’s ability to advance in the Program.

Each question is scored on a Likert scale of 1 - Unsatisfactory, 2 - Satisfactory, or 3 - Exemplary.

Questions:

• Reach:

  • BREADTH: Does it include enough relevant literature, be it epistemological, domain-specific, or methodology-specific?

  • DEPTH: Does it show an acceptable level of understanding of that literature?

• Relevance:

  • ARGUMENT: Does it ask urgent and useful questions and make a persuasive case for them?

  • DISPOSITION: Does it address the Doctoral Program's values of social justice (e.g., inequity, diversity, gaps of opportunity) and sustainability as they relate?

• Integration:

  • CONTEXT: Does it show how its assertions are connected to other relevant discourses, whether historic or concurrent?

  • ORIGINALITY: Is it adventurous? Does it point to work worth doing? 

• Mechanics:

  • CLARITY: Are the tone and perspective deliberate and appropriate for doctoral work?

  • SYNTAX: Are the word choice, sentence structure, and organization skillful and appropriate for doctoral work?

  • FORMAT: Is the use of APA 7th style well-informed and appropriate for doctoral work?

To submit the QE, the student will log on to their ASULearn and click on the ASULearn-Projects tab at the top of the page. There will be a QE Submission (one running document with a unified reference list) link used to submit the actual QE on the Doctoral Program Qualifying Exam page. 

Once accepted (i.e., judged of appropriate length and thoroughness), the QE will be read and graded by the Chair and one of the other two committee members. If other committee members are not yet selected, or other committee members cannot serve, the Associate Director is the default second reader. This process usually takes 3-4 weeks.

The QE should be submitted no later than November 1st for Fall submissions and April 1st for Spring submissions to allow time for grading and final disposition. Summer submissions are discouraged and will only be accepted upon receipt of a prior written agreement of the two readers by the Associate Director. 

The QE should be submitted no later than one academic year after the student finishes coursework. i.e., If a student finishes coursework in the Fall of 2022, the student would need to submit the QE by November 1, 2023. If you are struggling to meet your due date, contact the Associate Director. 

If a student fails to produce a QE that scores 36 or above after two revisions or fails to submit the QE by the appropriate deadline, the student will not be able to advance to the proposal/prospectus stage. At such time the Doctoral Program may recommend academic suspension to the Graduate School. A student has the right to appeal; please reference the Graduate Bulletin on the Graduate School’s website for more information. 

If a student passes the QE, they will begin work on the proposal/prospectus. To maintain enrollment, the student will need to register for EDL 7989-376, which is the section designated for Proposal/Prospectus work. A student is only required to be registered for the Fall and Spring semesters. Enrollment during the Summer semesters is optional but encouraged. 

All dissertation research involving human subjects requires clearance from the AppState’s Institutional Review Board (IRB). IRB approval must be obtained before the start of fieldwork or data collection. Chairs and students must first obtain their CITI training certification before starting the IRB proposal process. 

Under the direction of the committee chair, IRB materials should be developed and assembled while writing the dissertation proposal/prospectus. This practice will strengthen the methodology. 

The IRB application should be submitted near the completion of the proposal/prospectus process. The IRB office encourages students to submit initial applications for non-exempt research in the Human Ethics (IRB) submission system at least 8 weeks prior to the start of recruitment or data collection.  

The Instructions for How to Complete and Submit an IRB Application for EdD students illustrates the steps required to submit an application in the Cayuse portal. Pre-submission meetings with IRB staff are available, upon request (irb@appstate.edu). Students may review the Research Protections website or the Student IRB Submission Checklist for additional guidance. 

The IRB number should be included on the Committee Membership Form. If the IRB proposal is in progress at the time of the proposal/prospectus approval, students may complete an IRB Attestation form agreeing to delay fieldwork with human subjects until the completion of the IRB review. Please note “IRB Attestation form attached” in substitution of the IRB number on the Committee Membership Form. 

A dissertation proposal/prospectus is required of all doctoral students. The proposed dissertation will show command of the literature and research methodology of the student’s specialty. The proposal/ prospectus directly relates to the student’s dissertation and, if accepted, is the first step of the dissertation. A student should complete any unmet course requirements prior to Proposal/Prospectus defense. Registration for EDL 7999: Dissertation Research will not be approved until all coursework is complete and the proposal/prospectus is approved by the dissertation committee, Doctoral Program, and the Graduate School.

Students must have an approved Proposal/Prospectus by the end of the sixth year of admission, and any student who does not have an approved Proposal/Prospectus by this time may be recommended for academic suspension to the Graduate School.

Depending upon the student’s concentration within the doctoral program and the guidance of the Chair, the student will complete either a proposal or prospectus.

• Proposal: Consists of the first three chapters of the draft dissertation (Introduction, Literature Review, and Methodology)

• Prospectus: A minimum 30 page paper that outlines a proposed study (primarily oriented toward theoretical or conceptual projects).

The proposal/prospectus demonstrates the student’s ability to articulate: 

• A viable researchable issue 

• The context for the issue

• Significance of the proposed research

• Theoretical/conceptual framework that informs the study

• Literature that informs the researchable issue

• Detailed methodology for the proposed research

The proposal’s audience is the dissertation committee, the Graduate School, faculty members, and/or practitioners in the field.

The proposal consists of the first three chapters of the dissertation: Introduction, Literature Review, and Methodology. The following outline is meant as a guide, not a rigid framework. It assumes an empirical project. Students adopting a non-empirical project, such as a philosophical or conceptual analysis, will veer significantly from this guide. Students embarking on these types of projects must rely on the Chair for formatting guidance. 

Effective dissertation proposals should be an integrated document containing a title page using the APA (7th) formatting guidelines for a student paper and contain chapter headings and subheadings. Guidelines for qualitative, quantitative, and mixed methods studies are listed below. 

Chapter 1: Introduction

• Introduction to Issue: provides a broad introduction to the context in which the particular issue being researched resides. The introduction should rely considerably on scholarly sources in addition to the writer’s professional experience and knowledge, as applicable. The linkage to educational leadership should be clearly established.

• Problem Statement: the specific statement of the issue/problem that will be addressed in the research project. The problem should be clearly defined. The author should briefly introduce a case supported by literature for why the project should be undertaken.

• Research Questions: a broad statement, usually framed as a question, which will be addressed in the research project. Any sub-questions should also be included.

• Methodology: the writer introduces the methodology that will be used in the research project. Indicate type of study (qualitative, quantitative, conceptual/theoretical, mixed methods, historical or arts-based) and why it is appropriate. 

• Significance of Issue: lays out the rationale for the study and its significance. Typically, the significance centers on the need for information about the issue and addresses gap(s) that exist in our current knowledge. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations.

• Organization of Study: a brief transitional piece that states what is addressed in each of the proposal chapters.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Research Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions).

• Conceptual or Theoretical Framework: in most projects, the conceptual/theoretical framework flows from the literature review. The framework provides a rationale for the ways in which the data will be obtained, analyzed, and interpreted.

Chapter 3: Methodology

• Methodological Approach: create an overview of the methodological approach and its relevance for the proposed study.

• Research Question(s): Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the paper.

• Design Rationale: makes a case for the specific design chosen and explains how this design is grounded in prior research in the field or explains why the current approach is novel and necessary. Include a detailed description of the research setting or context. 

• Role of the Researcher: presents a detailed explanation of the role that the researcher will take in the study.

• Ethical Issues: the researcher needs to address any values, subjectivity, experience, etc., that may have a bearing on the study and how these will be addressed to ensure the integrity of the research.

• Data Sources: what source(s) the data will be drawn from (e.g., individuals, groups, databases, etc.).

• Data Collection: how data will be collected (e.g., interviews, observations, sections of databases, etc.).

• Participants: in studies with participants as a source of data, this section describes who they will be (e.g., school principals, college presidents, 8th graders, etc.).

• Participant Selection: how and why the particular participants are selected.

• Interview Protocol: this section describes the complete interview processes, including: What will be asked of the subjects? When will the interviews be held? Where will the interviews be held? Under what conditions? The interview protocol section should include information pertaining to confidentiality, protection of human subjects, right to withdrawal, etc. A copy of the interview questions (informed by the conceptual framework) is typically referred to and presented as an appendix.

• IRB Procedure: all research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section. 

• Data Coding: describes what procedures will be used to code the data.

• Data Analysis: describes the procedures to be used to analyze the data.

• Trustworthiness: refers to the findings being accurate, believable, reliable, and valid. Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section.

Chapter 1: Introduction

• Introduction: A broad introduction to the problem being addressed in the study. The linkage to educational leadership should be clearly established. This section should rely on empirical scholarly sources.

• Purpose of the Study: A clearly stated purpose statement is included which connects directly to the problem statement. Research question(s) are also included in this section.

• Methodology: A brief introduction of the methodology that will be used in the research project. Name the study design, the sample, data collection methods, and data analysis methods.

• Significance of Issue: Outline a rationale for the proposed study and its significance. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: Each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations. This can be a list of terms using bullet points.

• Organization of Study: A brief transitional piece that states what is addressed in each of the proposal chapters. This serves as a summary of this chapter.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Introduction: This is a brief section that reintroduces the reader to the purpose of the study and the research questions. Following this, you should detail what major themes chapter 2 will address relevant to the purpose of your study.

• Review of Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions). Be sure to synthesize the literature, relying mostly on empirical literature. Either begin or end this section with your conceptual or theoretical framework, making sure that the framework supports the purposes of the study.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 2.

Chapter 3: Methodology

• Introduction: Reintroduces the purpose of the study and research questions. Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the proposal.

• Study Design: Name your design and its relevance for the proposed study. Include a detailed description of the research setting or context. 

• Sample: Name your sampling technique. How and why are the particular participants being selected? What is your sampling criteria?

• Data Collection: How data will be collected? What methods will be used? This should be connected directly to your research questions.

• Data Analysis: How will you analyze the data? Use correct terminology and citations. This may come from the literature or your coursework. This should be connected directly to your research questions.

• Validity and Reliability: Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section.

• IRB Procedure: All research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 3.

Chapter 1: Introduction

• Introduction: A broad introduction to the problem being addressed in the study. The linkage to educational leadership should be clearly established. This section should rely on empirical scholarly sources.

• Purpose of the Study: A clearly stated purpose statement is included which connects directly to the problem statement. Research question(s) are also included in this section.

• Methodology: A brief introduction of the methodology that will be used in the research project. Name the Mixed Methods Research study design, the sample, data collection methods, and data analysis methods.

• Significance of Issue: Outline a rationale for the proposed study and its significance. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: Each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations. This can be a list of terms using bullet points.

• Organization of Study: A brief transitional piece that states what is addressed in each of the proposal chapters. This serves as a summary of this chapter.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Introduction: This is a brief section that reintroduces the reader to the purpose of the study and the research questions. Following this, you should detail what major themes chapter 2 will address relevant to the purpose of your study.

• Review of Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions). Be sure to synthesize the literature, relying mostly on empirical literature. Either begin or end this section with your conceptual or theoretical framework, making sure that the framework supports the purposes of the study.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 2.

Chapter 3: Methodology

• Introduction: Reintroduces the purpose of the study and research questions. Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the proposal.

• Study Design: Name your Mixed Methods Research design and its relevance for the proposed study. Include a detailed description of the research setting or context. Be sure to discuss the quantitative and qualitative phases of the study, how and when they interact in both data collection and data analysis.

• Sample: Name your sampling technique. How and why are the particular participants being selected? What is your sampling criteria?

• Data Collection: How data will be collected? What methods will be used? This should be connected directly to your research questions. Be sure to discuss the quantitative and qualitative phases of the study.

• Data Analysis: How will you analyze the data? Use correct terminology and citations. This may come from the literature or your coursework. This should be connected directly to your research questions. Be sure to discuss the quantitative and qualitative data used as a part of the study. Discuss how you will analyze these separately and also how they will be “mixed.”

• Validity and Reliability: Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section. Discussion of validity and reliability for both phases (qualitative and quantitative) should be included.

• IRB Procedure: All research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 3.

The Prospectus is a format that is best suited for non-empirical inquiry that is exploratory, conceptual, analytical, and experimental by nature. Projects in this genre will differ significantly from traditional social science conventions. According to AERA, these forms of scholarship include: reviews of research, theoretical/conceptual/methodological essays, critiques of research traditions and practices, and scholarship more grounded in the humanities (Educational Researcher, Vol. 35, No. 6, pp.33-40, 2006). 

The Prospectus is a minimum of 30 pages long and offers an overview of a proposed study, giving a strong rationale and justifiable approach. Because projects in this genre use emergent inquiry and assume that writing is analysis, students are expected to articulate how the approaches are conceptually framed, rather than delineating pregiven methods.

The Prospectus will include the following essential questions; the order in which these questions are presented in the Prospectus will be determined by each individual project:

1. What topic are you analyzing? What is its history, and what is its current status? 

2. Why is it important to analyze? Clearly describe your central claim(s), focus, and purpose.

3. What is/are your research/analytical question(s)? Relate these to your purpose statement.

4. Who are you in relation to the study? Make transparent your positionality and subjectivity. Provide a justification for why you are the one to do this study, and address ethical relations and responsibilities.

5. How does your topic fit within the existing scholarship on your topic? (i.e., scholarly history of the topic, significance or importance of your topic, the ongoing academic discourse). 

6. What theories and/or concepts inform your proposed research -- what is the theoretical or conceptual framework for your study? Critique the existing literature using your theory, and explain how your study may contribute to the current discourse.

7. How do theories and/or concepts inform your methodological approach?

8. What sources inform your analysis? What will you draw upon in order to conduct your analysis of the topic?

9. Why are these particular sources necessary? 

10. What are the main analytical (reading, writing, arts-based) approaches you will create and use in order to address your research questions?

To move on to the Dissertation phase, a student must have an approval meeting with their committee. If approved, the dissertation committee will fill out the Committee Membership Form. All materials must be turned in no later than 3 weeks before the end of the semester (the University’s last day of classes). Essential deadlines can be found on the Doctoral Program website. 

The chair should email the Committee Membership Form and the approved proposal/prospectus to the Program Director for review. Once approved by the Program, the Director will submit the proposal/prospectus and the Committee Membership Form to the Graduate School. Once the Graduate School approves, they will notify the student via email, and the student will be admitted to candidacy and able to register for EDL 7999: Dissertation credits. For essential details, see the EDL 7999 section below. 

A cohesive dissertation committee is imperative for a successful dissertation. Writing a dissertation is a lengthy journey, and the support of a strong committee is a tremendous asset for completing that journey successfully. The committee consists of a minimum of three members -- the Chair and at least two other faculty with graduate faculty status.

The Chair must be a member of Appalachian’s current graduate faculty, generally, from the College of Education. The Chair will serve as the student’s primary advisor from this point forward. Once confirmed, the Chair will assist the student in identifying additional graduate faculty who will provide needed expertise as committee members. 

One committee member may be faculty at another institution IF they are accepted as affiliate graduate faculty by Appalachian State University’s Graduate School. There is an application for graduate faculty status on the Graduate School’s website. We restrict committees to one affiliate member. 

It is recommended that the student works with the Chair to choose a committee that will guide their research in the following ways: 

• Enriching the current body of literature through extensive knowledge of the topic

• Creating a sound methodological design and conducting accurate data analysis

• Enhancing the quality of the written work through extensive editing

The Dissertation Committee will:

• Approve the student’s dissertation topic

• Work with the student to draft a successful dissertation proposal/prospectus

• Review and approve the dissertation proposal/prospectus

• Attend and participate in the proposal/prospectus meeting

• Provide advice and counsel throughout the dissertation research process

• Attend and participate in a pre-defense dissertation meeting

• Evaluate the student’s final dissertation and oral defense

This section outlines the specifics of the dissertation and defense process, which is the final phase of the program that leads to earning a doctorate. This phase of the program involves working with a dissertation committee. 

EDL 7999 is organized as a dissertation support seminar. All students enrolled in EDL 7999 are expected to actively participate in the dissertation support seminar. All activities are intended to support student progress in dissertation development and defense preparation.

Students enroll in EDL 7999 in the semester following Graduate School approval of the proposal/prospectus. Specific course registration instructions will be provided to the student by the Program Associate or Academic Advisor.

Students must complete 6 credits of EDL 7999, successfully defend their dissertation, and have their dissertation approved by the Graduate School in order to graduate. Typically, students enroll in two consecutive semesters of EDL 7999 with 3 credit hours each semester. In unique circumstances, students may request to enroll in 6 credits of EDL 7999 in one semester in consultation with their Committee Chair and the Program Director. 

After completing 6 credits of EDL 7999, if a candidate needs more time to complete their dissertation, they should register for EDL 7989-377 during each major semester (Fall and Spring) until the dissertation is defended and approved. Students must be registered for either EDL 7999 or EDL 7989-377 during the term in which the degree is conferred. 

The majority of doctoral research projects are best organized as a traditional five-chapter dissertation. Traditional approaches to the dissertation enable students to systematically demonstrate key competencies expected of a scholarly practitioner: articulating clear purpose and questions, engaging with scholarly literature, situating problems in relation to theoretical/conceptual frameworks, developing sound methodological design, and conducting thoughtful analysis to inform practice.

While valuing these competencies, the Doctoral Program also values creativity in the conduct and presentation of dissertation inquiry. Students are not confined to traditional genres or formats of inquiry. Graduates of our program have already completed a range of creative dissertations that blur traditional boundaries and reshape traditional structures of the dissertation. Moving forward, doctoral students are welcome to consider innovative approaches to presenting the fruit of their inquiry, especially in ways that can enrich the professional value and impact of the work. 

There are multiple types of dissertations permitted in the program, including traditional, conceptual, three-article, and alternative. 

Traditional 

A traditional dissertation is a 5 chapter document that includes an introduction, literature review, theoretical framework, methodology for research, results/findings, conclusions, implications, and recommendations. This is the most common dissertation type. A detailed outline of the traditional five-chapter format and content is found under the Dissertation Guidance Documents section of the appendices. 

Conceptual 

The conceptual dissertation does not rely on conventional interpretive fieldwork or quantitative methods. It is a non-empirical or conceptual inquiry that approaches an educational problem through sources such as extant documents, policy, historical texts, film, art, literature, etc. The main focus of a conceptual dissertation is an integrated analysis from a multi-disciplinary approach that uses a clearly articulated theory to produce alternative ways of critiquing an educational issue. 

Conceptual dissertations have an introduction, body, and conclusion.

• Introduction: provide a multi-layered context and history of the problem. The Introduction provides a rationale for the sources used, for the theoretical approach used, and ends with clear analytical questions that guide the study.

• Body: consists of a series of chapters that integrate theory, method, sources of knowledge, and analysis. These chapters will be organized by the analytical questions that guide the study.

• Conclusion: includes a discussion of the significance of the theoretical approach in the context of the tradition/history of the problem, the new knowledge produced by the conceptual methodology, contributions to the field, and future directions in terms of policy, practice, inquiry, and politics. 

Three-Article

This format may be best suited for students who intend to pursue a career path in academia and/or desire to publish their research more quickly and directly, without having to revise or reorganize a traditional dissertation for different scholarly/professional outlets. 

The decision to pursue the three-article dissertation format requires careful consideration, thoughtful intentionality, and additional planning. This format offers a different way to present a fully designed and implemented research project. This alternate route should not be viewed as a time-saving method, i.e., it is not an avenue to bypass the full work of developing and writing a dissertation.  

The proposed study should first be envisioned as a full project with all of the traditional dissertation components. Following this initial formative work, the inquiry must then be reconceptualized and articulated in terms of how it would be organized as a three-article model. For example, careful thought needs to be given as to the role and presentation of the literature review and methodology, across the articles. Because the articles will be expected to be “publication ready” at defense, the three article dissertation format also puts greater emphasis on the quality of the writing, with questions of word choice, voice, and contextualization attuned to each scholarly journal’s expectations and audience.

See the Dissertation Guidance Documents section of the appendices for additional structure and components of the three-article dissertation. 

Alternative 

As students consider alternative formats for the dissertation, it is vital that their work demonstrates the fundamental competencies expected in a traditional dissertation. In other words, while formats can be flexible, the core work of thoughtful, richly conceptualized and well articulated inquiry is a constant.

While it is not possible to forecast all of the permutations of alternative dissertation models and formats, examples may include a collaborative inquiry or the inclusion of a use-oriented professional product within the dissertation (such as a policy brief, a curriculum framework, or a training design). The dissertation might also involve alternative forms of presenting ideas or data that enriches the analytic/creative process and expands the audience for the work. 

The relationship between the traditional dissertation model and the delivery/presentation of the alternative format should be clear in the student’s dissertation proposal/prospectus. While conceptualizing the alternative dissertation format, it is important to determine whether:

a.) the alternative product will be supplemental, in addition to the traditional five-chapter dissertation (i.e. traditional dissertation plus a digital magazine or policy brief) 

or 

b.)the alternative product will replace a specific component of the traditional dissertation such as the Findings or Conclusions chapters. The more elements of the traditional dissertation that are replaced by an alternative format, the stronger the rationale needed to demonstrate how the project will accomplish the essential work of a traditional dissertation. 

In advance of pursing this model, students who wish to propose an alternative dissertation should follow the steps outlined in the Alternative Dissertation Approval Process document found in the appendices.  This preparatory work will help both the student and the committee to fully consider the overall project design and to examine the rationale for supporting the alternative delivery of the dissertation product. 

At the pre-defense stage, dissertations are expected to be formatted according to the Graduate School Thesis and Dissertation Handbook, including front matter, references, appendices, and vita.

Prior to a dissertation defense, a candidate must have a pre-defense meeting with their whole committee. The purpose of this meeting is for the committee to identify any remaining edits and provide key feedback to the student before the final defense. If the committee agrees the candidate is prepared to move toward their defense, they will sign the Pre-Defense Meeting Form and send it to the Program Director. If the committee does not agree that the dissertation is ready for defense, the defense will be postponed. 

The pre-defense meeting must be at least 3 weeks before the defense. For a Fall defense, the pre-defense meeting should be held no later than the end of September (around September 30th). For a Spring defense, the pre-defense meeting should be held no later than the end of February (around February 28th). Essential deadlines can be found on the Doctoral Program website.  

At the time of pre-defense, the dissertation is expected to be complete, edited, and fully formatted. Students are encouraged to complete the Pre-Defense Self Evaluation Inventory to ensure that all the essential elements are included in the final document. 

Degree-seeking students must apply for graduation (regardless of whether they plan to attend the commencement ceremony). The form is available online, which requires a non-refundable/non-transferable application fee of $20. A late fee of $5 will be assessed on all applications submitted after the initial deadlines. Applications submitted after the final deadline WILL NOT BE ACCEPTED and graduation will be deferred to a later term. Please note that the application for graduation will be closed for billing purposes on the first business day following the deadline dates noted below. 

After consultation and confirmation with their committee, the candidate should reach out to the Program Director to schedule the dissertation defense. The defense should be scheduled at the beginning of the semester in which the candidate plans to defend. A copy of the dissertation with edits made following the pre-defense meeting should be emailed to the Program Director.

Failure to send in the dissertation and all materials on time may cause a delay in defense. 

Candidates are required to prepare a 20-30 minute presentation for the defense. The candidates must also bring printed signature pages to the defense. The oral defense is a formal occasion; however, candidates are encouraged to invite family, friends, and colleagues. Following the candidates’ presentation, the committee will ask questions, followed by the rest of the audience. Generally, the presentation and questions last for about an hour and a half. The committee and Director will deliberate on the oral defense and the finished dissertation.

If the candidate passes the defense, they will receive further instruction via email. If the candidate fails to pass the defense, they will be required to make the appropriate changes and defend later. If a candidate fails to pass the defense more than once, the Director and Associate Director will determine the candidate’s future in the program. Barring extenuating circumstances, the Doctoral Program may recommend academic suspension to the Graduate School. A candidate has the right to appeal; please reference the Graduate Bulletin on the Graduate School’s website for more information.

All dissertations become public documents and are accessible via NCDocks. In preparation for Graduate School review, each dissertation is expected to be ready for publication. 

All essential dates and deadlines are found on the Graduate School website. Candidates are expected to have read the Graduate School’s Thesis and Dissertation Preparation website before work on their dissertation. Missing specific deadlines could result in delayed graduation. If the candidate’s graduation is delayed, they will be required to register for EDL 7989-377 to be eligible for graduation.

To graduate, the candidate must have a dissertation approved by the Graduate School. After a successful defense, the candidate will edit the dissertation with the suggestions from the dissertation committee. The Doctoral Program requires a final electronic copy (PDF) of the dissertation after all edits have been made. 

Please see below for a step-by-step process regarding editing. 

1. Send the final draft and the completed signature page to the Graduate School.

2. The Graduate School will have an anonymous reader read the dissertation and add edits that need to be made before it is signed off by the Graduate School. 

3. The Graduate School will email the candidate when the dissertation is ready for editing.

4. The candidate will make all edits as quickly as possible.

5. The candidate will send the edited draft back to the Graduate School.

6. Steps 3-5 will be repeated until all edits have been completed. At that point, the Graduate School will send an email to the candidate with instructions and forms to complete for dissertation binding. 

7. The candidate will follow all steps that are included in the email from the Graduate School. If help is needed in fulfilling the steps, the candidate will need to reach out to the Program Associate for assistance. 

Failure to finish the necessary steps by the final deadline will result in graduation being delayed until the following semester.

To graduate with your degree, the candidate must apply to graduate at the beginning of the semester of defense and complete all the necessary edits of the dissertation and steps required for binding and approval by the Graduate School. If there are any outstanding requirements, the candidate will not graduate during the semester they initially applied to graduate. Participating in commencement does not constitute a conferred degree. 

The following policies are mandated by the Cratis D. Williams School of Graduate Studies and can be found in detail in the current Graduate Bulletin. 

Coursework expires seven calendar years after the date the initial grade is awarded and may not be used for the degree after this date. For example, coursework taken in Fall 2018 may be used on a program of study for graduation until December 2025. Extensions to the seven-year rule will not be granted except in extraordinary circumstances. 

Only if the Director of the Doctoral Program deems that the situation is exceptional will the student be allowed to petition the Graduate School for an exception. The Graduate School makes the final determination of whether they approve or disapprove of the extension. Extensions are very rarely approved.

Coursework

Grades on coursework may not average lower than 3.0 at any time in the program. No student may include more than 3 C-level grades in a program of study. No graduate course with a grade of “F” or “U” will be credited toward the degree.

Dissertation Grading

Students who are judged by the dissertation Committee Chair to be making satisfactory progress in the term of enrollment will be assigned a grade of IP (in progress) by the chair for that term. Students who are not progressing satisfactorily will be assigned a grade of U. Students who receive a grade of U will not be permitted to continue. 

Appalachian reserves the right to exclude, at any time, a graduate student whose performance is unsatisfactory or whose conduct is deemed improper or prejudicial to the best interest of the University. Graduate students who do not maintain a cumulative grade-point average of at least 3.00 cannot register for classes without the written recommendation of the advisor and the approval of the Dean of the Graduate School. More information on suspension and probationary status can be found on the Cratis. D. Williams Graduate School website here. 

Degree candidacy is discontinued for the student who has received four grades of “C,” and if a graduate student receives a grade of “F” or “U,” the student may not continue in Graduate School unless the advisor submits, in writing, an acceptable recommendation to the Dean of the Graduate School. In no case may a graduate student be permitted to repeat more than one course to improve the grade, and the student who receives a second grade of “F”, “U”, “WF”, or “WU” may not continue toward the graduate degree under any circumstances.

Graduate credit accepted in fulfillment of the requirements for a graduate degree shall average not lower than 3.00, and no credit toward the degree shall be granted for a grade of “F,” “U,” “WF,” or “WU.” A grade of “F” or “U” is assigned to a student who arbitrarily discontinues meeting a class or who withdraws without making proper arrangements with the Registrar’s Office.

Coursework reported as “Incomplete” must be completed within the following semester of the official ending of the course. Any extension of this period must be approved by the appropriate dean and the Registrar.

A degree- or certificate-seeking student may, with permission of the program director, request approval from the Graduate School to transfer graduate course work to Appalachian from another accredited graduate school. This coursework must be at the same or higher level than the student’s program at Appalachian and must be acceptable in a graduate degree program at the credit-granting institution.

Permission to use transfer hours on a program of study must be granted by both the student’s program and the Graduate School. Transfer credit should be reported to the Graduate School as soon as possible but will not be posted to the student’s official Appalachian transcript until official transcripts are received.

Students should arrange for official transcripts to be sent directly to the graduate records staff in the Graduate School as soon as grades are posted.

Graduate work included in an earned degree from another institution cannot be included in a program of study. 

Time limit: 

Transfer credits are subject to the 7-year time limit requirement at the time of graduation. 

Number of hours: 

The maximum number of hours of transfer allowed is 9 hours for degree-seeking students and 25% of the number of hours required for certificate-seeking students. 

Minimum Acceptable Grades: 

The grades earned must be at least “B” (3.0/4.0). A “B-” is not acceptable. Courses with grades of “P” meaning “Passing” or “Pass/Fail” option and grades of “S” meaning “Satisfactory” are not acceptable for transfer.

Please refer to the current year Graduate Bulletin for a complete listing of policies from the Graduate School. The Graduate Bulletin is found at bulletin.appstate.edu.  

If the student is a full-time employee of a University of North Carolina system school, they may be eligible for academic tuition waivers/reimbursement. Please reference the Human Resources website for eligibility (hr.appstate.edu). 

If a student is a full-time employee of Appalachian State University, they are eligible for 3 tuition waivers each academic year (Fall, Spring, and Summer). To process the waiver in time, the student should submit the waiver as soon as they register for their classes. Waivers no longer need to come through the academic departments. They only need to go through the employees’ department. 

NOTE: While this Handbook provides a summary of programmatic information for the student’s convenience, the policies and procedures outlined here are subject to the information published in the Graduate Bulletin.