PhD Overview for newly admitted doctoral students

1. Earning a PhD in Language and Literacy PhD Overview for newly admitted doctoral students

2. Panel Dr. Peggy Albers, Professor, Language and Literacy; arts-based literacy, visual discourse analysis, children’s literature Kelli Sowerbrower, Doctoral student, Language and Literacy Janelle Gardner, Doctoral student, Black women in the academy Shae O’Neill, Doctoral student, India Fraser, Doctoral student, Kamania Wynter- Hoyte, Doctoral candidate, literacy, religion and family Christi L. Pace, Dr. Dru Tomlin, middle school education; leadership and literacy Ryan Boylan, foreign language and culture

3. Overview • Getting Involved • Program of Study/ Residency Plan • PreQuals • Balancing Teaching and Learning • Comprehensive Exams • Prospectus • Dissertation • Advisor-Advisee Relations • GCDP-GCLR • Q&A • Kelli Sowerbrower • Ryan Boylan, Janelle Gardner, Shae O’Neill • Christi Pace • India Fraser • Dr. Dru Tomlin • Kamania Wynter-Hoyte • Peggy Albers

4. Getting Involved What this journey can look like in pictures… Presented by Kelli Sowerbrower

5. NCTE: Chicago and Vegas

6. AERA: Vancouver and San Fran

7. Writing, Reading, and Survival Cohort

8. In The Beginning… Starting Your Doctoral Studies The Program of Study and Residency Plan Presented by Ryan Boylan

9. Developing a Course of Study The Program of Study Sheet is in place to help you along the way. It is, in fact, your best non-human friend! The path you choose is largely up to you. Most of the classes you will take are choices among several options. Tip: Choose what you think will interest you and base your next course selection off of that choice.

10. Program of Study Tip: Don’t be afraid to change your mind about something during your program. Example: Qualitative versus quantitative research

11. Program of Study While most of the coursework is either planned out for you or choices among options, the major work is the most specialized area for you. Tip: Take a semester or two of required research or major area courses first. Then see where you are in your thought process and plan the rest of your courses from there.

12. What is a PoS? Janelle Gardner • See example in L&L Doctoral Handbook • Comprised of both required and self-selected coursework (66 hour min) • Within your first 27 hours as a PhD student… – Plan Program of Study (PoS) – Select doctoral advisory committee – Meet with Chair, complete & file a copy with Office of Academic Assistance (OAA) • FYI… – register minimum of 6 hours – After comps, enroll for min. of 3 hours – remain actively enrolled to graduate – Maintain 3.5 cumulative GPA

13. 5 Areas of Coursework (66 hour min) Required Research (12 Hours): (Develop Research paradigm competence) Required Prerequisite: EPRS 7900, Methods of Research in Education or Required: EPRS 8530, Educational Statistics I Research Track Course: Research Track Course: Research Track Course: Social Foundations & Psychology of Learning Core (6 hours): Choose from required coursework To understand historical, social, political, psychological, & economic factors currently influencing education Dissertation (9 hour min.): EDCI 9900-after comps

14. PoS Cont’d Major Area (21 hours) + Extra 8310 EDCI 9660: Graduate Teaching and Research Internships (GTA & GRA non-paid) EDCI 9850: Research Seminar (to write prospectus) (repeatable) (P/F) EDCI 9900: Critique of Educational Research - current research and theories with potential to inform research and practice in L& L education EDRD 8310: Theoretical Models & Processes of Literacy Learning (Reading, Writing, & Language) Note: Think Comps 3 Electives EDRD 9870: Writing Support Seminar * 3 = Develops new knowledge about teaching and learning in L&L education Cognate (18 hours) EDCI 8970: Seminar in Teaching and Learning (Take early & repeatable) 5 Electives that extend L&L education knowledge beyond major and help shape dissertation research focus

15. Example

16. Residency Plan While this looks intimidating and overwhelming, it is an ongoing process which takes care of itself in many ways.

17. Residency Plan There a four facets: 1. Research – doing research, presenting at conferences, etc. 2. Teaching – teaching courses at the university level, participating in webinars like this one 3. Service/outreach – working within the department/university 4. Professional Development – expanding/improving your knowledge and that of other students

18. Residency Plan Places to get this information: 1. Advisor 2. Emails from professors

19. Residency Plan • Monishae O’Neill (Shae) • Entered program a long time ago! • Currently Employed at The College Board • Former Literacy Director – 5 years • Former Teacher – 8 years • Studied at Spelman College & NYU • GRA/GTA positions • Focus Areas: socio-linguistics, standards-based literacy instruction & social foundations • moneill4@student.gsu.edu

20. Program Standard: Professional Identity/Service to the Profession Residency Requirements Teaching experience: teaching internship (pre-service, in-service, college students) Attendance at national conference(s) Collect & analyze data: research internship Experience writing/submitting manuscripts for publication Presentations: local or state conferences Writing group participation: beginning, middle, end of coursework Presentations: national or international conferences Service experience: unit, department, university, and/or local, state, or national professional organizations Professional organization(s) membership Technology usage

21. Track Residency Requirements *Keep Your Curriculum Vitae Current* • Teaching/research internships: name of course, professor, dates • Names of conferences, dates, programs/artifacts – Presentations – Attendance • Professional organization membership information • Manuscript submission information, name of journal, submission/publication dates • Dates writing group participation • Artifacts to document service experiences – Agendas – Emails – Photographs

22. Opportunities • Global Conversations in Literacy Research • Alpha Upsilon Alpha Honor Society (IRA) • LL Doctoral Students List Serv – Internship opportunities – Presentation opportunities – Conference information – Manuscript opportunities – Volunteer opportunities • Editorial Teams • Proposal Reviews

23. Pre-Qualifying Phase Christi Pace Georgia State University. (2008-2010). PhD in teaching and learning: Language and literacy education guidebook [MSIT web page]. Retrieved from http://msit.gsu.edu/4799.html

24. Procedure Documents Descriptions Identify key learning from each course; Annotated APA bibliography of key course readings; Rework a course paper using instructor feedback Reflect on strengths/ weaknesses; formulate intent for major and cognate • Annotated Discussion & Reflection of Program • • Revised Course Paper • • Action Plan • Program of Study - Residency Update - Program Update - Program of Study Form Updated CV • • File “Program of Study” form with committee signatures Add presentations, grants, service, GRAs/GTAs, etc. • •

25. Tips for Success • Don’t Wait! Continually update Residency Plan, Program Update, and CV • Use Endnote or Zotero from the beginning- free download accessible from GSU library web page • Get Organized- keep copies of course readings, separated by course title; keep all syllabi • Ask Questions of your advisor, other students, during PAW

26. Balancing Teaching and Learning Presenter: India Fraser

27. Top ten tips to help balance teaching and learning 10. Form partnerships/cohorts/study groups (w.s.n.h.) 9. Record all important dates (in more than one place) including in your S.O.’s datebook (insert your own electronic device here). 8. Meet with your advisor frequently. Be honest. Don’t be afraid to ask stupid questions. 7. Inform school administrators and professors when scheduling conflicts arise. Evenly distribute time and resources. 6. Plan for the long term, but focus just a few feet ahead.

28. Top ten tips to help balance teaching and learning 5. Make time for academic conferences/organizations. 4. Do something social even when you feel like you don’t have time. 3. Actually use your planning time to plan. 2. Learn to say no. . . and 1. Don’t look back!

29. Oh the Places You’ll Go excerpt read aloud on… • http://www.youtube.com/watch?v=ayCIKwBg SZw

30. Preparing for & Passing Your Comprehensive Exams! Dru Tomlin June 3, 2013

31. 411 about Each Part of the Comps Sandwich! Document Due Date Submit to a. Memo of Intent Semester before taking your comps Your major advisor b. Written Exam (deciding on your question areas) Semester before writing your exam answers Major Advisor and committee members Key questions, thoughts, concerns: 1. Have you finished your coursework (or almost all of it) to the point where you have a solid sense of your key educational areas? 2. Have you kept easily accessible files of your course readings, articles, presentations and papers that you’ ’ve written? 3. Key people: advisor, other students at the same stage, friends, family, and work. 4. You must be able to write about: a) Research & theory in your cognate area b) Research methodologies (quant, qual and mixed methods) c) Research & theory in 2 major fields of Language & Literacy: • Reading (teaching, learning, development, curriculum) • Writing (teaching, learning, development, curriculum) • Literature and/or Media (teaching, learning, response, curriculum) • First/Second language issues (teaching, learning, development, curriculum)

32. More 411 about Each Part of the Comps Sandwich! Document Due Date Submit to 10 days after you get them (except your research methodologies question, which you will get in EDCI 9900). Due date typically coincides with 1stday of PAW. c. Writing your answers Your committee members d. Manuscript for publication Your committee members During PAW week Key questions, thoughts, concerns: 1. Have you chosen the major fields with which you are the most comfy? 2. How well do you know the historical aspects, the key people, and the current trends of your major field choices? How much refresher work will you need? 3. Do you have many, varied, and easily accessible resources to write your answers? Are they organized and how? 4. Writing: How will you write your perspective into your answers? APA style? 5. How are you going to plan out your life for the 10 days that you have to write your answers? 6. Have you already submitted to a journal for publication? Do you have the emails, etc.? If you haven’ ’t already submitted something for publication, what journals interest you (and possibly your committee, too)? Do you know their guidelines for submitting an article? 7. 8. Do you have papers that could be revised as articles for submission? Does your possible article “ “represent you as a literacy scholar” ”?

33. More 411 about Each Part of the Comps Sandwich! Document Due Date Submit to e. Syllabus for mock course During PAW week Your committee members 2 to 3 weeks following PAW (TBD by you & your advisor) f. Orals Your committee members Key questions, thoughts, concerns: 1. What courses/subjects have you taken at GSU that have really excited and engaged you intellectually, emotionally, etc. –in both your major field and your cognate? 2. What elements of those courses/subjects (assignments, classwork, readings) did you really enjoy –and what elements didn’ ’t you enjoy? What could have made them even better? 3. What articles, books, other readings & theories did you enjoy and how do they all relate? 4. Do you know the different elements for a syllabus at GSU? 5. How well do you know your own work –as well as the journey that got you there? 6. Can you just talk about your answers –and expand upon them to show that you can go beyond the page? 7. Are you prepared to defend your answers –especially if there are aspects that are missing? 8. Do you have someone with which you can practice this part? 9. Are you prepared if you have to rewrite a section?

34. Prospectus Kamania Wynter-Hoyte Georgia State University June 3, 2013

35. What is a Prospectus? • First 3 Chapters of Dissertation: – Introduction (What you are studying?) – Literature Review (Why is the topic important?) – Methodology (How are you going to do it?)

36. How to prepare? • EDCI 9850 (repeatable) • Four Committee Members • Extensive Writing Process • Prospectus Defense Announcement – Advisor’s Signature – Department Chair’s Signature (7 days to read) – Office of Academic Assistance (12 Business days prior to defense date)

37. Dissertation • After successful defense of prospectus, student has earned “candidacy” and begins to work on their dissertation—their focal research study • Can take between 1-2 years • Must work closely with advisor to develop ideas, questions, format, and final writing Dr. Dru Tomlin at hooding ceremony this past May

38. How to be Proactive in Your Learning: Strategies for Success • Advisee • Advisor – Ensure that program of study is discussed at least once a year; – Ask advisor to respond to your queries within 2 days – Invite advisees to participate in studies; make sure that roles are defined and authorship is negotiated – Be gentle but firm; challenge students to think deeply – Contact advisees when they fall off the radar (this may be once or twice; then it’s up to the students) – Ensure that advisees are working towards their goals – Ensure that an updated program of study is submitted annually; discuss it with your advisor – Let your advisor know what you are up to (publishing, presenting, service, etc.) – Ask for support when you need it; – Attend doctoral webinars and mentoring sessions – Always stay on the radar; respond to your advisor when s/he contacts you – ALWAYS give advisors at least two weeks to read your work – ALWAYS attend PAW (Professional Advising Week); this ensures contact with advisor – Volunteer when faculty ask for service

39. Doctoral Flowchart • Guides the paper/work you need to complete and when; • Always check for changes in this flowchart • Keep a 3-ring binder for doctoral work and paperwork organized: Research, Teaching, Service/ Outreach, Professional Development • File all paperwork in this binder; keep all forms in this binder • http://education.gsu.edu/o aa/docs/doc_flowchart.pdf

40. GCDP & GCLR • Global Conversations in Literacy Research • 7 online open access web seminars featuring leading literacy researchers • Part of residency plan • Offers doctoral students opportunity to host sessions • Conversations in Doctoral Preparation • 3-4 times per semester • Topics of interest presented by senior students often to newly admitted students • Please send areas of interest to Dr. Albers http://globalconversationsinlit eracy.wordpress.com http://globalconversationsindo ctoralpreparation.wordpress.c om

41. Q&A Dr. Peggy Albers, Professor, Language and Literacy; arts-based literacy, visual discourse analysis, children’s literature Kelli Sowerbrower, Doctoral student, Language and Literacy Janelle Gardner, Doctoral student, Black women in the academy Shae O’Neill, Doctoral student, India Fraser, Doctoral student, Kamania Wynter- Hoyte, Doctoral candidate, literacy, religion and family Christi L. Pace, Dr. Dru Tomlin, middle school education; leadership and literacy Ryan Boylan, foreign language and culture

42. Q&A