Course Outcomes

Each of you have successfully completed your comps and are now responsible for completing your dissertation. This seminar is designed to help you accomplish that very important next step. My expectation is that you will all be ready to hold a proposal hearing by the end of the semester. That means that you will have completed the first three chapters of your dissertation to the satisfaction of your Chair and readers. Remember that the dissertation Chair has the final say over the content of any chapter.

During the seminar we will review your intent to propose, your dissertation titles and your research questions to be certain they convey what you want them to convey. We will review the suggested content and format of each of the first three chapters and will review and critique each other’s work chapter by chapter. You will be expected to provide constructive suggestions to each other during the classes. The Human Subjects Review process has changed at BC and students are now required to be “certified” (means knowledgeable about human subjects issues) before submitting a proposal. I will try to get someone to go through this training with you during one of the classes.

The seminar will not be taught in a traditional course format. While each of you completed an intent to propose as part of you Design of Research course, I am assuming that you are at very different stages as you attempt to transform that into formal chapters. Some of you will progress faster than others. At times it may not make sense for all of us to be present during a given class. In addition to class, I will be available for individual assistance on an “as needed” basis as we progress though the seminar. The actual number and dates of classes (they will always be Tuesdays 4:30-6:30) will be determined once we begin

I want to reiterate that while I am working with you on the first three chapters the final decision about the content of those chapters rest with the Chair of you committee. It will be important that you stay in close touch with your chair as we proceed through the semester.

Sessions*

Class one 9/02/03

Review and clarify the expectations of the course

Determine where individual students are in their dissertation progress.

What are needs of students? How will these needs best be met?

Titles of dissertation

Class two 9/16/03

Review research questions

Discuss content of chapter one

Class three 9/30/03

Begin to critique chapter 1 (bring multiple copies to class)

Class four 10/14

Human Subjects review training

Finish critique of chapter 1

Discuss content of chapter 2

Class five 10/28

Critique chapter 2

Class six 11/11/03

Discuss chapter 3

Class seven 12/2/03

Critique chapter 3

Class eight 12/9/03

Wrap up

Grading for this course will be on a pass/fail basis

Readings:

While no texts are required for this course students will be expected to have the latest edition of the APA Publication Manual.

Students will be expected to download and read the latest version of the Doctoral Handbook available on line at the BC website.

It is also suggested that students have a grammar and style manual as a reference for writing problems (examples: P. O’Connor, Woe is I; The Grammarphobe’s Guide to Better English in Plain English; W. Zinsser, On Writing Well; Strunk and White, Elements of Style; J. R. Trimble, Writing with Style: Conversations on the Art of Writing).

Assignments:

Each student must complete extensive writing assignments required by the instructor.

Each student must meet with his/her dissertation chair twice a month to review chapter writing.

Students are expected to complete the first three chapters of their dissertation by the end of the semester.

Some important deadlines for doctoral hearings and dissertations:

1. No proposal or defense hearing can be held during July and August. Proposal hearings can be held in June if faculty agrees.
2. Students must take “training” prior to submitting a Human Subjects Review Form. This form must be approved BEFORE the start of data – gathering. The review committee may not meet in the summer.
3. Proposal Hearing forms must be submitted to Eileen Sullivan in Campion 101 two weeks prior to the hearing.
4. Defense form and the dissertation abstract must be submitted to Eileen Sullivan in Campion 101 two weeks prior to the actual dissertation defense.
5. Final version of either the first three chapters or the final dissertation must be the hands of the full committee sufficiently in advance of the hearing or defense to allow a fair opportunity for the committee members to read and review the work. It is the responsibility of the student to work closely with the Chair and the individual readers to establish these timelines. In no case should it be less than two to three weeks in advance of the hearing or defense.
6. tudents expecting to graduate in May MUST have their defense completed with all revisions requested by April first.
7. THE STUDENT IS RESPONSIBLE FOR OBTAINING A COPY OF THE LATEST VERSION OF THE INSTRUCTIONS FOR COMPLETING THE DOCTORAL DISSERTATION FROM EILEN SULLIVAN IN CAMPION 101. THE DEADLINES AND REQUIREMENTS THERE AND IN THE DOCTORAL HANDBOOK ARE THE FINAL AND DEFINITIVE REQUIREMENTS.

Bibliography

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Booth, W.C., Colomb, G.G., Williams, J.M. (1995). The craft of research. Chicago: University of Chicago Press

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Brause, R.S. (2000). Writing your doctoral dissertation: Invisible rules for success. London: Falmer Press.

Carson, T. R., & Sumara, D.J. (2001). Action research as a living practice. New York: Peter Lang.

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Eisner, E.W.(1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Merrill/Prentice Hall.

Ely, M. (1991). Doing qualitative research: Circles within circles. London: Falmer Press.

Erlandson, D.A., Harris, E.L., Skipper, B.L., & Allen, S.D. (1993). Doing naturalistic inquiry. Newbury Park, CA: Sage Publications.

Glatthorn, A.A. (1998). Writing the winning dissertation. Thousand Oaks, CA: Corwin Press.

Lawrence-Lightfoot, S.& Davis, J.H. (1997). The art and science of portraiture. San Francisco: Jossey-Bass.

Macpherson, R.J.S. & Weeks, J. (1990). Pathways to knowledge in educational administration: Methodologies and research in progress in Australia. Armidale, South Australia: Australian College of Educational Administration.

McLaren, P.L. & Giarelli, J.M. (Eds.) (1995). Critical theory and educational research. Albany, NY: State University of New York Press.

Murphy, J. & Louis, K.S. (Eds.) (1999). Handbook of research on educational administration. Second Edition. San Francisco: Jossey-Bass.

Posavac, E.J. & Carey, R.G. (1989). Program evaluation: Methods and case studies. Third Edition. Englewood Cliffs, NJ: Prentice Hall.

Prosser, J. (Ed.) (1998). Image-based research: A sourcebook for qualitative researchers. London: Falmer Press.

Sanger, J. (1996). The compleat observer?: A field research guide to observation. London: Falmer Press.

Shacklock, G. & Smyth, J. (Eds.) (1998). Being reflexive in critical educational and social research. London: Falmer Press.