The Educational Studies doctoral program is a scholarly apprenticeship for intellectual and moral leadership of/in education. Therefore, besides completing coursework, an EDS doctoral student must also complete a residency before seeking Admission to Candidacy for the Ph.D. via General Examination.
Residency Portfolio requirements will be established upon approval of a student’s formal Residency Plan along with the Program of Study at the Advisory Conference, as follows:
This list represents the minimum common expectation of all EDS doctoral students’ Residency Plans and Portfolios. During the Advisory Conference, the Doctoral Advisory Committee may amend the proposed Residency Plan to specify further requirements for a student’s Residency Portfolio, beyond those listed here.
Students may include in their Residency Portfolios additional relevant activities, as well as awards and honors, beyond those requirements listed.
The Doctoral Residency Portfolio must contain documentation of completion of all specified activities and requirements for the Doctoral Residency. The Advisory Committee will assess the Doctoral Residency Portfolio to determine a student’s readiness to sit for the General Examination. The Residency Period of doctoral study in Educational Studies begins at the Advisory Conference and concludes as the Advisory Committee commences planning the General Examination.
Basic Documents
- Curriculum Vitae of the student, formatted in the same manner as faculty CVs for tenure and promotion at the University of Oklahoma.
- Transcript and Program of Study, to document satisfactory completion of the Program of Study approved at the Advisory Conference.
General Professional Development
Ongoing participation in the Doctoral Colloquium in Educational Studies or ELPS sponsord events, throughout the degree program is expected (zero credit).
Educational Inquiry
- A publication-worthy, independently library-researched encyclopedic article (2000 words minimum) about a concept, person, event, or movement significant for the student’s doctoral inquiry specialty in Educational Studies.
- Presentations at conferences (such as OESA, SoPHE, AESA, PES, HES, ISEB, AME, ICQI, SEW, NWSA, NCoRE, or others) deemed relevant to the student’s specialty of doctoral inquiry in Educational Studies. (Actual texts of papers or power-points of talks presented must be included in the Residency Portfolio.)
- Submission of article manuscripts to peer-reviewed journals of inquiry relevant to the student’s specialty of doctoral inquiry in Educational Studies. (Actual manuscripts of the articles must be presented.)
Teaching
- Syllabi for one undergraduate core course in Educational Studies or one graduate core course in Educational Studies, and one advanced undergraduate or graduate course related to the student’s specialty of doctoral inquiry in Educational Studies.
- Experience teaching in the higher education classroom.
- Experience teaching in a common school classroom may also be required, if the student’s achievement of stated professional aims could depend upon this prerequisite.
Professional Service
(This list is suggestive for the student and the Advisory Committee, neither rigid nor comprehensive.)
- Participation in service to and leadership of Oklahoma Educational Studies Association (OESA).
- Voluntary service to a professional scholarly association (such as SoPHE, AESA, PES, HES, ISEB, AME, ICQI, SEW, NWSA, NCoRE, or others) deemed relevant to the student’s specialty of inquiry in Educational Studies.
- Voluntary campus citizenship (such as service in Student Affairs or Residence Life, or on Graduate Student Senate, CEDaR Advisory Committee, ELPS Diversity Committee, EDS Doctoral Peer Committees, Oklahoma Mothers & Educators Collaborative, etc.).
- Voluntary scholarly service through professional writing other than actual research/inquiry (such as grant applications, book reviews, letters to editors, commentaries, etc.).
