Embedded Files
Advisor Information
Advisor Information
Lauren Mealey
Ph.D. Advisor
Lmealey@ndm.edu
Handbook
Handbook
SOE-PhD-Program-Handbook REV2023.docxAppendices
Appendices
Appendix A: Sample Dissertation Proposal Title Page
Appendix B: Approval of Chair and Readers
Appendix C: Dissertation Proposal Approval Form
Appendix E: Alpha Graphics Dissertation Approval Form
Appendix G: Sample Copyright Page
Appendix H: Dissertation Committee Approval for Editor
Appendix I: Dissertation Editor Form
Appendix J: Committee Approval Form: Submission of Dissertation to University Ph.D. Committee
Appendix K: Request to Schedule Defense University Ph.D. Committee
FAQ Section
FAQ Section
Where can I find information about what courses I need to take, course policies, and the dissertation process?
You can find all of this information in the SoE Ph.D. Handbook. It was revised in 2023. If you were enrolled before the revised course program of study was developed, you will adhere to your initial program of study. Reach out to your advisor with any questions.
How do I know which order to take courses?
Individual courses do not have a specific sequence, but you must adhere to the following sequence.
1. Core Courses and Special Interest Courses
2. Comprehensive Exams and Research Courses (695, 701, and 703)
3. Dissertation Seminar Courses
4. Dissertation Continuation (register until defense)
What grade do I need to receive in courses to stay in the program?
To remain in the program, you must earn a B or better in all Ph.D. coursework. You must retake the course if you receive a grade lower than a B.
When can I take the comprehensive exams?
You can take comprehensive exams once you have completed all core coursework and before starting the three-course research sequence (695, 701, and 703).
How do I get assigned a dissertation committee chair?
As you take 705 and 706, begin to consider if there are any instructors you would like to request to chair your dissertation committee. Faculty are assigned based on student requests, their availability, and their area of expertise. Reach out to the Ph.D. chair with your problem statement and any requests you may have for a specific chair while you are in 706 (707 if historical). Your chair will be assigned and will begin to formally work with you the semester after completing 706 or 707.
Do I need to register for a class when I am working on my dissertation?
Yes, you will register each semester for EDU 800- dissertation continuation. You should register for this or authorize your advisor to register you each semester (fall, spring, summer). This is a 1.5-credit course. During this course, you should have regular meetings with your chair and make progress each semester on your proposal/dissertation.
Do I need to have my dissertation edited professionally?
Yes, your dissertation must be edited before it is submitted to the Ph.D. committee. You can find a list of approved editors on the Ph.D. Google site. You do not need to have your proposal edited. You are responsible for all fees associated with editing.
When do I apply for graduation?
It can be challenging to determine when you will complete your dissertation and be ready to defend. You must apply for graduation by adhering to the timelines below. You will not be able to graduate unless you have applied. If necessary, once you apply for graduation, the graduation date can be moved to a later semester once without incurring additional fees.
Application Deadlines
May Completion is an October 15th deadline
August Completion is an April 15th deadline
December Completion is a June 15th deadline
What do I need to do after I successfully defend my dissertation?
You must complete several steps after a successful defense, including the following:
· complete the Survey of Earned Doctorates for National Opinion Research Center.
· submit a PDF file to ProQuest for copyrighting, publishing, archiving, and disseminating graduate research. Student and University receive confirmation that materials have been received, approved, and deposited with the UMI dissertation publishing. This is also when candidates receive copyright information.
· submit PDF and Word files to Alpha Graphics for copying and binding (optional).
· submit the completed dissertation to the Loyola-Notre Dame Library.
See the Ph.D. handbook for more details.
Comprehensive Exams
Comprehensive Exams
Comprehensive exams are administered in August/September and January of each academic year and are designed for doctoral candidates to demonstrate knowledge of core program concepts as well as the ability to analyze and apply that knowledge to complex problems. These exams are typically taken prior to the start of the three-course research sequence (695, 701, and 703). Candidates must register for the exams at least two months prior to the exam date; once registered, candidates must notify the Ph.D. Advisor two weeks in advance of the exam start date if they wish to defer taking the test to a later date. The first time taking the exam, candidates must complete all three exams.
Candidates will complete three comprehensive exam questions that integrate information from multiple courses in the areas indicated below.
Instructional Leadership Program
● Language and Learning (EDU 698, EDU 747)
● Philosophical Perspectives (EDU 772, EDU 775)
● Changing Populations (EDU 715, EDU 722, EDU 760)
Higher Education Program
● Changing Populations (EDU 715, EDU 697)
● Philosophical Perspectives (EDU 772, EDU 775)
● Higher Education (EDU 722, EDU 802, EDU 805)
Please reach out to your advisor when you are ready to register for comprehensive exams. Registration for August exams will open in May, and registration for January exams will open in September.
Ph.D. Committee Information
Ph.D. Committee Information
Summer PhD Committee Dates 2025.docxFall 2025-Spring 2026 PhD Proposal Defense Dates.docxInstitutional Review Board
Institutional Review Board
The Institutional Review Board (IRB) is a committee at Notre Dame of Maryland University established to perform ethical review of research involving human subjects. Please visit the link below to learn more about the IRB.
https://www.ndm.edu/academic-affairs/research-development/institutional-review-board
NDMU IRB Application Process Overview_compressed.mp4CITI
CITI
The Collaborative Institutional Training Initiative (CITI Program) is dedicated to serving the training needs of colleges and universities, healthcare institutions, technology and research organizations, and governmental agencies as they foster the integrity and professional advancement of their learners. Before submitting to IRB, you must complete the CITI training. For education research, you are to select the Social/Behavioral research course. The image below shows a screenshot of the course title.
https://support.citiprogram.org/s/article/updated-guide-to-getting-started-video
https://about.citiprogram.org/
Writing Support
Writing Support
Writing support is available to graduate students through graduate student Elizabeth Chapin in the Writing Center. Please reach out directly to Elizabeth at echapin1@live.ndm.edu. There is no cost to you for this tutoring.
SOE Approved Editors
SOE Approved Editors
The following editors have been approved to edit dissertations for Notre Dame of Maryland School of Education Students. You may also secure your own editor with the approval of the Ph.D. advisor Lisa Pallett (lpallett@ndm.edu). Ph.D. candidates are responsible for paying editors.
Marshall Highet
marshall.highet@gmail.com
Mary Bekker
Joy Drohan
Danea Garrison
Kevin Bradley
kevinbra@msn.com
410-812-5374
Honor Code
Honor Code
2-and-3-honor-code-and-pledge.pdfStatement on the Use of Artificial Intelligence Tools
Statement on the Use of Artificial Intelligence Tools
Purpose
Purpose
The purpose of this document is to establish guidelines for the ethical use and application of artificial intelligence (AI), such as ChatGPT, in academic work.
Requirements Regarding Original Work
Requirements Regarding Original Work
While AI tools such as ChatGPT can help students brainstorm ideas or simplify complex concepts, students must ensure that all work submitted reflects their own original thought and expression. Paraphrasing or copying directly from AI tools such as ChatGPT without proper citation is unacceptable.
Citations and References
Citations and References
When students use ideas, suggestions, direct text, or other AI tools such as ChatGPT to create academic work, they must properly reference it just like any source using the following recommended APA format:
(OpenAI, 2023) should be used for in-text citations.
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat should be used for the reference list.
Limitations of AI
Students should be aware that while artificial intelligence can provide valuable assistance, it cannot fully understand or interpret complex academic concepts. Students are ultimately responsible for the accuracy and validity of their work. Students working on collaborative projects should be aware of the AI tools that were used during the process so that all group members know what they contributed.
NDMU Honor Code
To maintain academic integrity, students must disclose when they use AI tools in their academic work in accordance with the NDMU honor code for citing all sources. Academic integrity is based on honesty and transparency. Use of AI without citing is a violation of the NDMU Honor Code and is subject to sanctions as outlined on the course syllabus and in the NDMU Student Handbook.
Revised: May 19, 2023
Other Important Documents & Forms
Other Important Documents & Forms
Dissertation Proposal Defenses
Dissertation Proposal Defenses
Proposal Title: Administrator Perspectives of Best Practices in Transition Services for Students with Disabilities
By: Lacy Roberts
https://www.youtube.com/watch?v=adQlnu1gPKA
Proposal Title: Phonemic Awareness Literacy Intervention: The Effects of Grade Level on Duration of Support
By: Stephanie Grable
https://www.youtube.com/watch?v=6vwx3MxNolk
Proposal Title: How are Maryland athletes managed for their successful return to the classroom following sports-related concussions: A quantitative review from Maryland school administrators’ perspective?
By: Ed Mitzel
https://www.youtube.com/watch?v=0pAUGjS6OAk
Proposal Title: Teacher Factors Affecting the Academic Achievement, Advanced Course Placement in High School Science and Mathematics Classes and Pursuit of Science, Technology, Engineering, and Mathematics College Majors of Students of Color
By: Karla Barrow
https://www.youtube.com/watch?v=2q3BeeujFL8
Proposal Title: Digital Game-Based Learning, the State of Flow, and its Effects on Learner Focus, Engagement, and Time-On-Task Behavior: A Comparative, Experimental Study
By: Ryan L. Schaaf
https://www.youtube.com/watch?v=X0hhUjCPoKI
Proposal Title: Stigma, Sense of Belonging, and Educational Outcomes: A Quantitative Approach to Understanding the Internal Lateral Transfer Student Experience
By: Rebecca Leonard
https://www.youtube.com/watch?v=NpUi0cCanLk
Proposal Title: A Social-Emotional Free-Play Intervention to Negate Adverse Behaviors among Kindergarten Students Following the COVID-19 Pandemic
By: Kyler Leiter
https://www.youtube.com/watch?v=Iuo7t3QmtMg
Proposal Title: The High School Student and Family Expedition to and through the Federal Financial Aid Application Process
By: April Bell
https://www.youtube.com/watch?v=Sv1PyEK0hOs
Proposal Title: Managing Teacher Attendance: Associations Between Principal Leadership Style and Practices
By: Renee Jenkins
Proposal Title: Effectiveness of Praise on Skill Acquisition in Individuals with Intellectual and Developmental Disabilities and Other Impairments Meta-Analysis
By: Katarina Radi
Proposal Title: Personal, Social, and Emotional Impacts of Participation in a Music Performance-Based Ensemble during COVID-19
By: Todd Burroughs
Proposal Title: Maternity Leave’s Impact on Female Educators: A Potential Explanation for Gender Disparity in School Administration
By: Victoria Kreysar
Proposal Title: The Alternatively Certified Teacher: An Analysis of Novices’ Perceptions of Preparedness for the Management of Classrooms and Student Behavior
By: Melody Locke
Proposal Title: Perceived Sense of Belonging and Online Graduate Program Perseverance
By: Jim Fazzino
Proposal Title: The Articulation, Evolution, and Formulations of “Cultural Material and Mass Media Dissemination” as the Foundation of White Supremacy Among Changing Populations
By: Robert Kenlaw
Proposal Title: Exploring the Perspectives and Experiences of Underrepresented Minority Students on Academic Success in Graduate Health Professions Programs
By: Salvador Bondoc
Proposal Title: Overcoming Hurdles: A Phenomenological Study of Barriers and Supportive Practices for Educationally Downgraded Foreign-Born Students in GED Programs
By: Vidya Kausik
Dissertation Defenses
Dissertation Defenses
Dissertation Title: Teacher Resilience: The Role of Well-being Practices and Self-efficacy
By: Dr. Jessi Lamb
https://www.youtube.com/watch?v=gJHr8NK32OQ
Dissertation Title: Intercultural Knowledge and Competence: Assessing U.S. Undergraduates in COIL Virtual Exchange
By: Dr. Adele Merlino
https://www.youtube.com/watch?v=_xIzTpJOJ0w
Dissertation Title: Principal Perceptions of Leadership Program Preparation to Interrupt Institutional Racism in PK-12 Education Spaces
By: Dr. Tamika Fuller
https://www.youtube.com/watch?v=-XMsdf9kQeQ
Dissertation Title: An Analysis of Technological Attitudes and Self-Efficacy Among K-12 Teachers Following the Emergency Remote Teaching Used During COVID-19
By: Dr. John D'Adamo
https://www.youtube.com/watch?v=FJzoVWN_XE0
Dissertation Title: Beliefs and Behaviors of Culturally Responsive Teaching and Learning Program Faculty at a Community College: A Mixed Methods Study
By: Dr. Maura Hill
Dissertation Title: The Impact of Asian Cultural Values on the Leadership Preferences of Asian American K-12 Principals
By: Dr. Christina Lee
Dissertation Title: An Intersectional Examination of the Trajectories of Student Science Identity Growth Among Secondary and Postsecondary Students
By: Dr. Maryellen Morrissey
Dissertation Title: Towards a Theory of Flow for Positive Youth Development: The Association between Engagement in After-school Programs and Academic and Behavioral Competencies
By: Dr. Travis Brown
Dissertation Title: The Effectiveness of Online Learning: The Perceptions and Experiences of International Students in the United States
By: Dr. Diane Porgo
Dissertation Title: How are Maryland Athletes Managed for their Successful Return to the Classroom Following Sports-Related Concussions: A Quantitative Review from Maryland School Administrators’ Perspective?
By: Dr. Ed Mitzel
Dissertation Title: Stigma, Sense of Belonging, and Educational Outcomes: A Quantitative Approach to Understanding the Internal Lateral Transfer Student Experience
By: Dr. Rebecca Leonard
Dissertation Title: Destination FAFSA: High School Student, Family, and School Factors that Matter for Planning for and Completing the Free Application for Federal Student Aid
By: Dr. April Bell
Dissertation Title: Resetting Institutional Priorities Post-COVID-19: An Analysis of College Selection Criteria and Student Consumerism in Higher Education
By: Dr. Kristy Hove
Dissertation Title: The Practice of Counseling and Its Contribution to the Success of African American Male Counselors
By: Dr. Shannon Banks
Dissertation Title: The Impact of Land-Use and Housing Policy on Patterns of School Segregation from 1968-2020 in Anne Arundel County, Maryland
By: Dr. Roxanne Hendershot
Dissertation Title: The Impact of RJP Practices on African American Males Academic Achievement and Discipline in a Mid-Atlantic School District
By: Dr. Lakria Martin
Dissertation Title: Administrator Perspectives of the Best Practices in Transition Services for Students with Disabilities
By: Dr. Lacy Roberts
Dissertation Title: STEMing the Tide: Using Mentors to Build Teacher Efficacy for STEM Integration in Intermediate Grades
By: Dr. Colleen Gill
Dissertation Title: Digital Game-Based Learning, the State of Flow, and its Effects on Learner Focus, Engagement, and Time-On-Task Behavior: A Comparative, Experimental Study
By: Dr. Ryan L. Schaaf
Dissertation Title: Teacher Factors Affecting the Academic Achievement, Advanced Course Enrollment in High School Science and Mathematics Classes and Pursuit of Science, Technology, Engineering, and Mathematics College Majors of Students of Color
By: Dr. Karla Barrow
Dissertation Title: Phonemic Awareness Literacy Intervention: The Effects of Grade Level of Duration of Support
By: Dr. Stephanie Grable
Dissertation Title: Maternity Leave’s Impact on Female Educators: A Potential Explanation for Gender Disparity in School Administration
By: Dr. Victoria Kreyser
Dissertation Title: Investigating How Training and Supervision Impact Professional Competencies for Speech-Language Pathologist
By: Dr. Lisa Brodjieski
Dissertation Title: Handwriting and typing: Comparison of Note-taking method on recall of lecture content
By: Dr. Donna Murphy
Dissertation Title: Private Institutions of Higher Learning in Uganda: A Case Study
By: Dr. Susan Cross
Dissertation Title: Safety Affecting Freshman Education: The Impact on Retention and Finding a Sense of Belonging
By: Dr. Jermaine Skinner
Dissertation Title: Real-World Learning: A Formative Program Evaluation of Integrating a Community-Based Service-Learning Program into a Foreign Language Course to Develop Critical Cultural Awareness and Foreign Language Skills
By: Dr. Zeina Al Zaiim
Dissertation Title: The Staff Experience in Higher Education: A Moderated Mediation Study of Burnout, Perceived Flexibility, Perceived Organizational Support, and
Turnover Intentions Using Structural Equation Modeling
By: Dr. Andrea Kennedy
Dissertation Title: The Relationships between Teacher Academic and Behavioral Ratings of Students involved in Extracurricular Activities and their Relationship to Academic Self-Concept
By: Dr. Lauren Duncan
Dissertation Title: With Great Power so too, Must Come Great Representation: Representation of Higher Education in Spider-Man Comic Books
by: Dr. Matthew Le Brasseur
Dissertation Title: Global Perspectives: Understanding the Academic Experience of Black African International Graduate Students Attending Historically and Predominantly White U.S. Colleges and Universities
By: Dr. Yvonne Mutshipayi Ngalula
Dissertation Title: Exploring Teacher Educators’ Self-Efficacy to Incorporate Social, Emotional, and Culturally Responsive Instructional Practices Within All Teacher Preparation Coursework
By: Dr. Michele Doyle-Wetzelberger
Dissertation Title: School Leaders’ Perspectives on Student Voice as a Culturally Responsive Practice
By: Dr. Gina Davenport
Dissertation Title: The Impact of the Ongoing COVID-19 Pandemic on Teachers’ Feelings of Self-Efficacy and Burnout
By: Dr. Alicia Brands
Dissertation Title: Digital Text in Primary Grades: Examining Reading Instruction, Usage, and Teacher Perceptions
By: Dr. Lauren McHugh
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