Posted: July 8th, 2015
California Southern University DOCTORAL PROJECT MANUAL
California Southern University
DOCTORAL project MANUAL
PSY 89997 A & B Series
California Southern University
930 Roosevelt
Irvine, CA 92620
800-477-2254
www.calsouthern.edu
All rights reserved.
CalSouthern faculty and/or learners may reproduce any part of this document
for use in conjunction with their assignments at the University.
TABLE OF CONTENTS
SECTION ONE: THE DOCTORAL PROJECT………………………………………………….. 1
Concept…………………………………………………………………………………………………. 1
Selecting a Topic…………………………………………………………………………………….. 3
SECTION TWO: THE DOCTORAL PROJECT COMMITTEE……………………………. 5
Composition of the Committee………………………………………………………………….. 5
Responsibilities of the Committee……………………………………………………………… 5
Functions of the Committee……………………………………………………………………… 7
Functions of the Chair……………………………………………………………………………… 7
Functions of the Committee Members……………………………………………………….. 8
Working with The Committee Chair…………………………………………………………… 8
SECTION THREE: FORMAT SPECIFICATIONS…………………………………………….. 10
Manuscript Submission………………………………………………………………………….. 10
Format/Text Spacing……………………………………………………………………………… 10
Margins………………………………………………………………………………………………… 10
Pagination…………………………………………………………………………………………….. 10
Heading………………………………………………………………………………………………… 11
Length………………………………………………………………………………………………….. 11
References ………………………………………………………………………….11
Table of Contents………………………………………………………………………………….. 11
Tables and Charts………………………………………………………………………………….. 11
Photographs………………………………………………………………………………………….. 11
Arrangement…………………………………………………………………………………………. 11
SECTION FOUR: GENERAL REQUIREMENTS……………………………………………… 13
Submission……………………………………………………………………………13
Copyrighting of Doctoral Project …………………………………………………………….. 13
Publishing of Doctoral Project…………………………………………………………………. 13
Regulations Regarding Joint Authorship…………………………………………………… 13
Published Articles in Doctoral Project ……………………………………………………… 13
Release Agreement……………………………………………………………………………….. 13
SECTION FIVE: THE DOCTORAL PROJECT TEXT………………………………………. 14
Chapter One………………………………………………………………………………………… 14
Introduction…………………………………………………………………………………………… 14
Background of the Problem……………………………………………………………………. 14
Statement of the Problem………………………………………………………………………. 14
Purpose of the Study……………………………………………………………………………… 14
Theoretical Framework………………………………………………………………………….. 13..
Importance of the Study…………………………………………………………………………. 15
Definition of Terms………………………………………………………………………………… 15
Summary and Organization……………………………………………………………………. 15
Chapter Two……………………………………………………………………………………….. 15
Review of Related Literature…………………………………………………………………… 15
Themes or Sub-Topics……………………………………………………………………………16
Chapter Three……………………………………………………………………………………… 17
Research Design & Methodology…………………………………………………………….. 17
Methodology…………………………………………………………………………………………. 17
Data Analysis………………………………………………………………………………………… 17
Assumptions…………………………………………………………………………………………. 17
Limitations of the Study………………………………………………………………………….. 17
Chapter Four……………………………………………………………………………………….. 17
Findings………………………………………………………………………………………………… 17
Introduction…………………………………………………………………………..18
Results………………………………………………………………………………..18
Analysis and Evaluation of Findings………………………………………………18
Summary……………………………………………………………………………..18
Chapter Five………………………………………………………………………………………… 19
Summary, Conclusion & Recommendations …………………………………………… 19
Directions for Future Research………………………………………………………………. 19
References…………………………………………………………………………………………… 20
Appendices…………………………………………………………………………………………… 20
SECTION SIX: THE ORAL DEFENSE…………………………………………………………….. 21
SECTION SEVEN: TIPS FOR COMPLETING THE DOCTORAL PROJECT……. .24
Appendix A. Sample List of Doctoral Project Titles……………………………………………… 27
Appendix B. Guidelines for Evaluating the Manuscript…………………………………………. 29
Appendix C. Doctoral Project Assessment Rubric………………………………………………. 31
Appendix D. Assessment of Oral Defense ………………………………………………………… 34
Appendix E. Sample Approval Page………………………………………………………………….. 37
Appendix F. Sample Proctor Form……………………………………………………………………. 39
Appendix G. Sample Copyright Release Agreement…………………………………………… 41
Appendix H. Doctoral Project Checklist…. …………………………………………………………. 43
SECTION ONE
THE DOCTORAL PROJECT
A Doctoral Project is an extended written treatment of a subject. For Doctoral Learners, the questions then become “What subject?” and “What treatment?” This manual devotes itself primarily to the second issue. Doctoral Project topics exhibit as much diversity and individuality as Learners themselves, but their treatment must be governed by rather formal guidelines. Because of the specialized nature, Doctoral Project writing may seem intimidating. The purpose of this manual is to demystify this process by examining each step. Many of the guidelines are intended as suggestions or inspiration for how to proceed. Other guidelines inform you of technical or procedural requirements for completing the Doctoral Project process at California Southern University.
Doctoral Project Committee
The Committee consists of at least three members: the Chair who guides the Learner through the procedural steps of completing one’s Doctoral Project and who is primarily responsible for guiding the writing and research; and two other members who serve as consultants and as “quality control” monitors of the doctoral project. A detailed description of each Committee Member’s duties is included in Section Two of this manual.
Continuous Enrollment
A potential candidate for the Psy.D degree must be continuously enrolled throughout the PSY 89997 A and B, PSY 89998 A and B, and PSY 89999 series of Doctoral Project courses. If additional time is required to complete any of the Doctoral Project courses, Learners must re-enroll in the appropriate course and pay the tuition for that course. Continuous enrollment will only be permitted when Learners demonstrate satisfactory academic progress toward completing the Doctoral Project requirements. Satisfactory academic progress is determined by the Doctoral Project Committee.
The Doctoral Project Concept
Before a subject is selected or the first word written, examine your personal vision of what a Doctoral Project is supposed to accomplish. It is easy to project all hopes and fears about the Learner’s intellectual worth onto the Doctoral Project process. Here are some of the common fantasies about Doctoral Project writing which can inhibit or even paralyze the work:
- My Doctoral Project will be a classic in its field that integrates profound concepts from many branches of inquiry.
- My Doctoral Project will be amazingly original that opens territory that has never been explored [redundant].
- My Doctoral Project will be a culminating work of creativity that brings forth hidden dimensions of my psyche into a comprehensive whole.
Here is the most common over-riding fear and misconception regarding the Doctoral Project process: I have absolutely no talent, skills, or preparation for producing anything as overwhelming as a doctoral project.
All of the above notions are false. Once a Learner has a concept firmly in mind, and has presented an acceptable Doctoral Project topic, there is no reason why the Learner, at this stage of his or her program, cannot complete an acceptable doctoral manuscript.
To counteract these false notions, most important is to think realistically about the document to be written. A good Doctoral Project will make a meaningful contribution to the field within a fairly specific or narrow topic area. It will contain some original thoughts and approaches, but it will be built largely upon a literature review of the work of other scholars. Many Learners find Doctoral Project writing challenging, however; anyone who has successfully completed difficult graduate course work has already demonstrated the ability and tenacity required to meet this challenge. A Doctoral Project may be compared to the final piece of work which artisans produce before being admitted to their guilds.
No one expects the work to change all of history; however it is expected to demonstrate a high degree of proficiency in the artisan’s field and serves as a well-earned passport into professional life.
Remembering the following three main purposes of a Doctoral Project can help correct an unrealistic or pessimistic attitude towards the task ahead. A project should [remove colon per APA]
- Summarize and integrate pertinent research and theory that has been accomplished within the last 5 [numbers in APA] years.
- Make a contribution of knowledge to the field of study. This can be accomplished in several ways, such as conceptualizing an issue or problem in a novel and useful manner, or synthesizing and interpreting existing data from a literature review of the subject to gain new insights.
- Show how a topic area is illuminated through a literature review or how it may be expanded, or changed by the new perspective.
What stylistic tone should a Learner set in writing the doctoral project? It is helpful to keep in mind the intended audience. The first readers will be the Committee Members. Clearly, the Learner must write in a manner that is acceptable to the committee. Next are the professionals in the field. Future Doctoral Students, in particular, will be referring to the project as a data source for their own work. They will appreciate the time and effort devoted to writing clearly, to providing detailed references to all material, and to fully developing the ideas to the extent that they are able to duplicate the work.
How much do the readers already know about the topic? The Learner should assume they know very little and write as though they are intelligent, but not particularly well versed in the subject area. The Learner should explain everything, except for the most general and widespread of concepts. Because of the extensive research done, the Learner will have become an expert in this area. Write as though you are a teacher informing others about what you know.
As for the general public, rarely will they ever see the work in project form, so the Learner need not feel obliged to be overly “sparkling” in his or her writing style. Parts of the manuscript may be rewritten later, and published. Remember, all doctoral projects are research documents. The chapters will be scholarly in style, (although they can still share the excitement of the topic). ThIn the final chapters, though scholarly in form, the Learner will have a chance to highlight his or [APA format] her work using his or her own insights and conclusions.
Selecting the Doctoral Project Topic
The University encourages doctoral projects that extend the work of the Learner’s profession into emerging fields of inquiry which address contemporary issues. The Learner is encouraged to select a topic that falls within the scope of his or her expertise, interest, and career objectives.
The Learner may select and reject several topics before the right one finally “gels.” Usually, initial ideas are too broad in scope to be handled in a Doctoral Project format and are revised several times. Conducting preliminary research in Doctoral Project Abstracts and other sources is highly recommended. The Learner needs to be sure to maintain references for these sources and all literature researched.
Much can be learned by reviewing a list of topics chosen for doctoral projects (see Appendix A for examples of Doctoral Project titles). These sample Doctoral Project titles reflect the researcher’s interests and demonstrate how he or she ultimately was able to focus on a specific and manageable topic.
Time is well spent by researching and ultimately rejecting a topic. This process creates a solid foundation for the subject that is finally chosen. Often efforts devoted to those abandoned topics have a way of resurfacing for consideration in future projects.
Doctoral Project topics that prove most successful share certain characteristics. Review the characteristics as listed below and then re-examine Appendix A to see how other Learners have titled their Doctoral Project topics.
- The topic represents an enduring interest for the Learner. The Learner will be living with this topic through many months of work; therefore, the topic should provide intellectual value. Otherwise the topic can grow cold before the Doctoral Project is completed. The Learner must ask, “Could I live with this topic until my work is completed?”
- The topic should not generate so much personal emotion that the Learner looses perspective during research and writing. If a Learner wants to conduct research on an issue or experience that has carried a great deal of intensity in his or her life, the Learner must consider the impact of dwelling on this issue day after day for an extended period of time.
- The topic has been explored in the literature to some degree, but has not been overworked. The Learner may encounter difficulties adopting topics that are so new or unusual that no author has written about them. How does one write a review of the literature when there is no literature? Conversely, selecting a topic over published such as “Freud and Psychoanalysis” will create the opposite challenge; the Learner may find no gap to fill with “original” research. The Learner should do a preliminary survey of published articles, books, and doctoral projects on the proposed topic. Uncovering from 20-40 useful references in the first run is ideal. It demonstrates the topic is recognized but not overly developed. Ultimately, it is not what others have written, but what the Learner writes that determines the quality of the doctoral project.
- It is recommended the Learner select a topic which will contribute to the lives of others. How will future scholars use the Learner’s work to advance their own? What insights into problems or issues might the work yield? How might the research findings be used in applied settings? If the answers to all of these questions are unclear, the topic may lack theoretical or practical relevance. In order to be sustainable, a topic should carry academic, personal, and social meaning.
- The topic should be stated in the form of a clear question. Initially, the Learner may have only a hunch about the subject area to be addressed, but eventually, a specific question of inquiry is required. ] Refer to Appendix A to see how other Learners have solved this problem. Remember, the Committee Chair is knowledgeable in the field of study, and has personally gone through a similar Doctoral Project process.
SECTION TWO
THE DOCTORAL PROJECT COMMITTEE
Within this section are the guidelines for establishing the Doctoral Project Committee and outlines the role and the process Committee members will follow in assisting the Learner to reach his or her goal.
Composition of the Committee
- The Doctoral Project Committee is composed of at least three members of the University Faculty. The members may be full-time or adjunct Faculty. At the Learner’s request, and with the pre-approval of the Dean, additional qualified individuals may be appointed to serve on the Doctoral Project Committee at the Learner’s expense.
- All Committee members shall have earned doctoral degrees from accredited or approved institutions.
- The Chair of the Committee and a majority of the Committee members shall have degrees related to the Learner’s academic area of study.
- The members shall have been active in their fields of scholarship or profession within the 5-year period preceding their participation on the Doctoral Project Committee, and have an interest and/or expertise in the area of the Learner’s dissertation.
Responsibilities of the Committee
The Doctoral Project process provides Doctoral Learners with four formal evaluations. This is to ensure Learners pass through the process of academic rigor and that quality standards are maintained. For each formal evaluation by the Doctoral Project Committee, members complete either Grade Reports or assessment forms that provide a written record of the process.
1) Learners are not permitted to enroll in PSY 89997, Doctoral Project I until the Academic Advisor gives approval. Approval is contingent upon the successful completion of all academic courses prior to the Doctoral Project series, the successful completion of their comprehensive exam, and the acceptability of the Learner’s academic performance (GPA of 3.0 or higher). A review of previous work and an interview may be required. This constitutes the first formal evaluation of the potential doctoral candidate in the doctoral project process.
2) Satisfactory completion of PSY89997A requires the acceptance of the
Learner’s Chapter 1 through Chapter 3 of the Doctoral Project by the Chair of the Learner’s Doctoral Project Committee. Satisfactory completion of PSY89997A requires the selection of a Chair for the Doctoral Project, (Chair and Committee Members Selection Form, Appendix B must be on file at the University) as well as the completion of all course requirements as outlined in the PSY89997A syllabus. The submission of the Grade Report for successfully completing PSY 89997A constitutes the second formal evaluation. Learners who do not meet the course requirements within the time frame of the term will be given an “Unsatisfactory” for the course. The Learner will have to re-enroll in the course until the requirements are met. This will result in additional tuition. The committee members need to approve the Learner’s draft.
3) Upon the successful completion of PSY89997A the Learner is
enrolled in PSY 89997B Doctoral Project II. In this course, emphasis is placed on the Learner writing Chapter 1 and 2. The submission of the Grade Report for successfully completing PSY89997B serves as the third formal evaluation. Learners who do not meet the course requirements within the time frame of the term will be given an “Unsatisfactory” for the course. The Learner will have to reenroll in the course until the requirements are met. This will result in additional tuition.
4) Upon the successful completion of PSY89997B the Learner is
enrolled in PSY 89998A Doctoral Project II. In this course, emphasis is placed on the Learner writing Chapter 3. The submission of the Grade Report for successfully completing PSY89998A serves as the fourth formal evaluation. Learners who do not meet the course requirements within the time frame of the term will be given an “Unsatisfactory” for the course. The Learner will have to reenroll in the course until the requirements are met. This will result in additional tuition.
3) Upon the successful completion of PSY89998A the Learner is
enrolled in PSY 89998B Doctoral Project II. In this course, emphasis is placed on the Learner writing Chapter 3 and 4. The submission of the Grade Report for successfully completing PSY89998B serves as the fifth formal evaluation. Learners who do not meet the course requirements within the time frame of the term will be given an “Unsatisfactory” for the course. The Learner will have to reenroll in the course until the requirements are met. This will result in additional tuition.
Upon satisfactorily completing PSY89998B, the Learner is enrolled in PSY 89999, Doctoral Project III. Within this course, the Learner writes Chapter 5 and then works closely with his or her Chair in re-fining Chapter 1 through Chapter 5. After receiving approval of the written manuscript, the Learner prepares to orally defend his or her Doctoral Project. The submission of the Grade Report for successfully completing PSY 89999 constitutes the fourth and final formal evaluation. Learners who do not meet the course requirements within the time frame of the term will be given an “Unsatisfactory” for the course. The Learner will have to reenroll in the course until the requirements are met. This will result in additional tuition.
Functions of the Committee
Members of the Committee are encouraged to communicate with each other throughout the Doctoral Project process; the Committee Chair may call a formal meeting of the Committee at his or her discretion be held by a telephone conference call, e-mail, or videoconference. The Learner may contact individual Committee Members, but most communication will be through the Committee Chair.
Functions of the Chair
The Committee Chair is a member of the University’s Faculty. The Chair is responsible for overseeing the Doctoral Project process and ensuring the integrity of the University’s Doctoral Project guidelines. The Chair coordinates the activities of the Committee Members so that the Committee’s work proceeds in a timely fashion. All documents are sent to the Chair only. The Chair in turn sends documents to other committee members.
The Chair fulfills the following responsibilities:
- Reviews Chapters 1 – 5 of the Doctoral Project and coordinates necessary revisions with the Learner.
- Sends copies of Chapters 1 – 5 to the Committee Members for review and critique. Each member will return Chapters 1 – 5 directly to the Chair with comments and suggestions that will be in turn sent to the Learner.
- Coordinates any required changes in the Doctoral Project with the Learner from all of the Committee Members and grants final approval of both the project along with the Power Point Presentation.
- Once final approval of Doctoral Project has been approved, a date for the Oral Defense will be established.
- Participates at the Learner’s Oral Defense and files the PSY 89999 Grade Report.
- Signs the Doctoral Project Approval Page. Assures that all related paper work is completed and is on-file at the University.
Functions of Committee Members
The Learner’s Doctoral Project Committee Members will be comprised of their Mentor, the Dean of the School of Behavioral Sciences and another faculty member that will be appointed by the Dean. At the conclusion of PSY 89997A, the Learner will contact the Dean. These individuals will have expertise and/or interest in the research topic and will be able to evaluate the project from both scholarly and applied knowledge vantage points.
Each Committee Member performs the following functions:
- Evaluates the Learner’s Doctoral Project Chapters 1 – 5 and submits written comments to the Learner.
- Attends the Oral Defense of the Doctoral Project either in person or via conference call.
- Signs the Doctoral Project Approval Page by an online signature and submits to the Doctoral Project Chair.
Working with the Committee Chair
The Learner’s progress through the Doctoral Project process moves easily when the Learner works closely with the Doctoral Project Chair. All Committee Members will work directly with the Chair. The Doctoral Project Chair and Committee Members are dedicated to help the Learner succeed. They support the Learner’s goals of producing a quality Doctoral Project and completing the doctoral degree. At times, the Chair working in concert with the Committee Members may suggest the Learner reduce the scope of the project or narrow the focus of the research in order to create a workable project. At other times, the scope may need to be widened for a thorough investigation of the topic to have been completed. Therefore, the Learner will find it helpful to communicate with the Chair at every important juncture during the planning and writing of the Project.
The Learner may expect work to be reviewed and responses returned from the Chair for Chapter 1-2 for the successful completion of PSY 89997A and B.
The Learner may expect work to be reviewed and responses received from the Chair for Chapters 3-5 for the successful completion of PSY 89998A and B.
The Learner may expect work to be reviewed and responses received from the Chair for Chapters 1-5, the Power Point Presentation, and the Oral Defense for the successful completion of PSY 89999.
SECTION THREE
FORMAT SPECIFICATIONS
The University requires doctoral projects to be prepared in a manner that ensures use of consistency in the arrangement and organization of the work. Learners are required to adhere to the directions for layout of the Doctoral Project as specified in the style manual used for course PSY 89997: American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Manuscript Submission
Doctoral projects will be uploaded in the course area as all other assignment. The font should be 12-point Arial. Italics or bolding may be used in those portions of the project where underlining or capitalization of titles would normally be used for purposes of emphasis or where APA format requires. It is important that consistency in type and formatting be maintained throughout the project.
Format / Text Spacing
The text should be double-spaced with the following exceptions which are single-spaced.
- captions
- long headings
- long (block) quotations (those of more than 40 words which will normally be indent centered)
- reference entries of more than one line
- material in tables and appendices
The start of each paragraph should be indented to 0.5 and there should be no extra blank space between paragraphs other than double-spacing. Single sentence paragraphs should be avoided.
Margins
All margins should be 1 inch. A left justified margin is preferred.
Pagination
All pages, except those preceding the Approval page, must be numbered. This includes full-page photographs, charts and graphs, the bibliography, and appendices. Page numbering begins with Roman numeral “ii” on the Acknowledgment page following the Title page, Copyright page, and the Approval page. The next page, the Abstract, is numbered iii, and so forth on to the last preliminary page preceding the text; i.e., up to and including the appendices. These preliminary page numbers are to be centered one inch from the bottom edge of the paper. The subsequent text, references, and appendices are numbered in single sequence using Arabic numerals. Section One begins with the Arabic number 1. The numbers should be centered one inch from the bottom edge of the paper.
Headings
Selection of the placement, style, boldface, underline, etc. of headings and sub-headings should conform to the style manual and use 12-point, Arial font.
Length
The Doctoral Project should be approximately 90 -120 pages in length.
References
The Doctoral Project should contain 80 -100 references.
Table of Contents
Each heading and sub-heading should be listed in the Table of Contents. Heading and sub-heading format should correspond to the format within the document.
Tables and Charts and Figures
Material of this nature requires the same margins as text pages. Tables and charts should be integrated in the text. Use APA formatting for tables and charts and figures.
Photographs
Photographs of charts or graphs or photographs of people, landscapes, equipment etc., whether in color or black and white, should be digitally scanned and inserted into the text.
Full-sized illustrations (including photographs) may have accompanying caption pages preceding them. Such illustrations and their caption-pages should be numbered in the sequence of text numbers.
Arrangement
Proper spacing between sections of the project, and the treatment of headings and subheadings, should be as specified in the APA Manual used in PSY 89997A. The contents of the Doctoral Project should follow the sequence as illustrated in Appendix C.
SECTION FOUR
GENERAL REQUIREMENTS
Submission
The manuscript will be uploaded as an assignment.
Copyrighting of Doctoral Project
Because the submittal of a Doctoral Project to the University constitutes publication under the terms of copyright law (Title 17, Section 101), the Learner should have the work copyrighted, especially if he or she intends to publish any part later. The Learner does not have to register with the Library of Congress to copyright the project. A simple statement on the publication “©1999 John Doe” is sufficient. The Learner may however apply directly to the Register of Copyrights, Library of Congress, Washington, DC 20540. Alternately, several organizations provide this service along with online abstracting, and sale of copies, bound or on disk.
Publishing of Dissertations
Learners are not required to have their Doctoral Project published.
Regulations Regarding Joint Authorship
Joint authorship of doctoral projects will not be permitted. Each doctoral candidate must submit his or her own Doctoral Project under single authorship.
Published Articles in Doctoral Project
No reprints (or offprint) of the Learner’s published articles or other publications can be substituted in place of the completed project. However, there are two alternatives if the Learner wishes to include such reprints in the finished project: a) the reprint may be included in its entirety, but must be confined to the appendices of the project, b) the substance of the publication may be included if it is integrated into the main body of the text with appropriate attribution of sources in APA format. The reprint (or offprint) would then become an integral part of the argument and evidence presented in the project.
Release Agreement
The Learner must submit a Doctoral Project Copyright Release Agreement Form (see Appendix H) with the final manuscript. This allows the University to make copies of the project available to interested parties upon request.
SECTION FIVE
THE DOCTORAL PROJECT TEXT
The Doctoral Project is usually composed of five chapters. Chapter 1 is an introduction to the study. Chapter 2 is a review of the current literature that is related to the study. Chapter 3 is where the methodology of the study is explained. Chapter 4 is where the findings are reported. Chapter 5 is where the results and conclusions drawn from the results are described and included in this area are suggestions for focus for further study.
Chapter One: Overview of the Study
The introduction serves to locate the subject in a broader field of thought or sets the stage for what will follow. The actual Doctoral Project topic should be revealed somewhere on the first page. Remember, in the future, scholars will quickly want to identify what question(s) of inquiry the Doctoral Project is addressing. Many doctoral projects have no overview at all but open directly with a statement of the problem. This method can be used if the field of study is widely understood.
Background of the Problem
Information in this section provides an explanation of why the research needs to be conducted. Here some background of the problem area and setting for explaining the reasons for the study are provided. The background of the problem establishes a foundation for each important area of the study.
Statement of the Problem
The Statement of the Problem clearly denotes the reason(s) why the study is important to the Learner’s field of inquiry and states the focus of the study..
Purpose of the Study
Here is where the researcher defines the research objective(s) and the research question(s).
The “purpose” should establish the aim of the study; e.g. “The purpose of this project is to investigate … [whatever the subject is]. The primary questions of inquiry are as follows: … “. Having stated the topic in concise form, the writer may devote a few paragraphs to expand upon the ideas. This section should be used as the foundation for explaining the methodology in Chapter 3. The key theoretical principles and assumptions are stated. Information in this section supports the rational for the formation of the research questions.
Importance of the Study
This is the place to clearly state the significance of the study. The Learner needs to say why the research question should be answered, and how the answers will affect his or her field of work. In this section, the specific nature and application of the knowledge that is expected is addressed. There are two areas to present: first, how will the project specifically extend the literature; and secondly, who will benefit and how from the results and findings?
Definition of Terms
Next, the Learner should define any terms that are central to the Doctoral Project topic. For example, if the Learner plans to study the function of metaphor in psychotherapy, he or she must define what is meant by “metaphor”. If the Learner were to explore gender identity in preschoolers of single fathers, he or she would define all three terms–“gender identity”, “preschoolers”, and “single fathers”. If the Learner plans to study the “quality” or “effectiveness” of distance education as a delivery system, he or she must clearly define the meaning of “quality” and “effectiveness” as used in the study, and he or she must differentiate “distance education” from other educational delivery systems. The Learner must not assume that everyone knows what he or she mean by a term. Learners are in no danger of defining too many terms. Precision of language is a measure of good scholarship. Any acronyms must be spelled out in the text the first time they are used, as well as being defined in this section. All definitions must be properly cited.
Summary and Organization of the Remaining Chapters
Chapter Two examines current literature and discusses how it relates to the research question. Chapter Three presents the methods and procedures necessary to test the hypothesis and outlines the limitations of the study. Chapter Four is a compilation of Research Findings. Chapter Five ends with a summary and conclusion. The summary will provide an overall evaluation of the literature reviewed with the various outcomes and whether the outcomes support or refute the stated hypotheses. The conclusion section focuses on what can be inferred from the study’s current findings in response to the problem statement, the hypotheses, and the impact as defined in Chapter One and conclude with a discussion for future research.
Chapter Two: Review of Related Literature
The questions of inquiry rest within a conceptual framework fashioned from the research and writing of other scholars. It is now the Learner’s job to share this framework with the readers. To do so requires more than just listing and summarizing all the studies that relate to the doctoral project. The Learner should describe the main theories and explanations that are generally accepted. The Learner must include evidence-based research findings that support the theories and explanations. It is suggested the Learner focus the literature review on work accomplished within the past 5 years with some references as required to landmark studies. This review is to be comprehensive. The Learner could be considered “an authority” on the narrow topic as a result of this review of the literature. However, because the literature review is a distillation of the work of others, all facts within the report should be cited.
Themes or Sub-Topics
The literature review is not intended to be a large annotation of research. The information should weave a “story” about what has been found in scholarly research related to answering the research question. Many writers find it useful to organize the literature review by themes. The themes may center around different theories, historical sequences, or any other kind of categorization that brings order to the material reviewed. The Leaner should use major headings to identify each of these sections. Dividing the review of the literature into sections spares the Learner from having to make assumed transitions from one theme to another that may be awkward. Sub-headings also organize the material into shorter, more usable blocks of information for the reader. It is important, however, to make the necessary connections between major headings of the review.
The questions that often arise are “How many works should I review?”, or “How long should each review be?” The Learner and the Committee Chair can best determine what kind of review will best serve the project. In general, the Learner may want to consider the following:
- Because the Learner will be undertaking a theoretical Doctoral Project in which he or she will be working primarily with conceptual frameworks, he or she will want to review key theorists at length. The review of the literature may cover a small number of authors, but the treatment of each should be thorough with a purpose that supports the research objective.
- If the learner has located a large number of research studies in the area of interest, the review will probably strive for broad coverage rather than studying any one in-depth. Literature reviews often cite 80 – 100 references. Many of these require only brief treatment; others must be reviewed more carefully, because they relate more centrally to the topic. There should be a reason why each work is cited, and this reason should be made clear to the readers. Comparisons and contrasts among research findings is important.
- A good indicator that the Learner has exhausted all sources is when he or she starts encountering the same work.
After all of the selected literature has been reviewed, a final section should be added that pulls together as many themes as possible, or summarizes major trends in a cogent way. Contradictions and uncertainties can also be highlighted. The relevance of the study in the light of other research and theories should be emphasized again. The review of the literature should provide an answer to the research question(s), yielded new insights, and suggested directions for further research in the field.
Chapter Three: Research Methods and Procedures
The University is committed to the idea that “method” is more than the application of technique. The research method the Learner chooses depends on the subject matter, his or her own particular view of the world, how the Learner relates to it, and what he or she is trying to accomplish. The University supports a literature review for the analysis of the data that will address the research questions.
The introduction of Chapter Three should restate the purpose of the study and the research questions.
Methodology
The method(s) for studying the topic should be discussed in the overview. It is an analysis of the data from an extensive Literature review of a subject.
Data Analysis
The researcher presents the strategies and justifications on how the answer(s) to the research question(s) were derived. This will be non-statistical; however, a methods book should be used to describe your approach to analyzing the data.
Assumptions and Limitations
All studies carry inherent limitations, and these should be discussed frankly. In theoretical studies, other limitations arise. For instance, one may have to rely on translated sources rather than original writings. Stressing the problems of data collection, analysis, or application does not weaken a doctoral project; it strengthens the reader’s confidence in the Learner’s judgment as a scholar and researcher. Many doctoral projects include a section in the first chapter, called “Limitations of the Study”, in which limits of methodology are discussed. Pointing out limitations of the research enhances its value, for readers recognize that the Learner considered these factors carefully.
Chapter Four: Findings
This chapter is focused on presenting the results during the course of the analysis. All results that are relevant to study need to be presented and discussed in a logical manner. This is accomplished by addressing each research question in the order in which it was presented in Chapter One. Here the learner must assert that the research questions have been answered. The results provide the foundation for justifying the findings and conclusions that are drawn from this study.
Introduction
Write 2 to 3 paragraphs that present an overview of how the chapter is organized to present the data analysis. You should begin with a brief review of the purpose of the study and the problem to be addressed. Include an overview of how your findings were discovered.
Results
Findings or results or statistical analyses are presented without discussion. Include only the amount of explanation necessary to help your reader understand the basis of your findings. The interpretation of the data and speculation about what it means are both reserved for the next section called “Analysis and Evaluation of Findings.”
The report of findings needs to be complete enough for the readers to interpret the data independently. Enough detail needs to be provided for the readers to assess its worth. The basic operating principle is that intelligent readers should be able to use this section on findings to make an independent judgment about what has been found. Nothing must be withheld from the readers that would prevent this judgment form being made. At the same time, material considered “common knowledge” to informed readers, such as definitions of common terms, need not be presented. Information should not be presented in such a way as to guide the readers’ interpretation. Use graphic representations such as tables and figures as appropriate. Should graphic representations be used, each table and figure must be preceded by narrative text that introduces and clarifies or highlights it. Tables and figures must fit on one page and follow the format described by APA. If there are a number of tables or figures to present, weave the narrative text around them. Supplementary or secondary tables and figures can be placed in appendixes.
Analysis and Evaluation of Findings
This section is to report what your findings mean. Results are interpreted in light of the theory (or theories) and/or the conceptual framework(s) you have identified. Findings are compared/contrasted to other studies. It is clear how the field(s) of study may be affected by your inquiry. This section varies in length depending on the kind of study conducted and the significance of the findings.
Summary
Discussion summarizes key points presented in Chapter 4. While more than a listing of the points that have been made, the summary should provide a clear, cognitive, and succinct means of highlighting to the reader the main points that have been presented.
Chapter Five: Summary, Conclusions and Recommendations
This section is the Learner’s opportunity to review all of the previous chapters. Included here is a summary of the introductory information, and a restatement of the problem, purpose, research questions, methodology, and results.
Summary of Findings and
The Learner brings focus on the problem statement and the research questions presented in the proposal; discusses each of the research questions answering the question and extending the results to ideas, opinions, and suggestions of the Learner on findings that impact these issues.
It is here that the Learner discusses and summarizes the findings for the study and explains whether the results and findings support or contradict generally accepted theories and studies in the subject area. While being concise, the Learner also wants to make the summary detailed enough so that a reader could understand the Doctoral Project by only reading this chapter.
Implications for Practice
In this section, the Learner details how the results and findings promote improvement of practice in the field of study. The implications must be linked to results and findings in the study. Discuss how the changes could be implemented by practitioners in the field.
Direction for Future Research
When the investigation is complete and the Learner has set forth the meaning of the work to the field; he or she is an expert on the particular topic of the study. The Learner has a special obligation therefore to suggest future inquiries that could expand this field of knowledge. These recommendations grow out of the research that the Learner has conducted and should be more than a list of topics he or she would have liked to research.
References
Following the body of the project is the reference list. This consists of the references; i.e., a listing of books and articles that are cited in the body of the doctoral project.
The reference list demonstrates the authority behind the research and provides readers with information about how they can locate the sources that the Learner has used. References must be listed according to standard APA style. It is important that original sources of information be used when citing references.
Appendices
Supportive material referred to in the text may be included. The appendices include all of the material that supports the research and data analysis.
SECTION SIX
THE ORAL DEFENSE
The Learner in conjunction with the Chair and Committee Members arranges the Oral Defense after the Doctoral Project manuscript has been approved by the Dean of the University, and your financial commitment to the University has been met. Approval of the Doctoral Project means that your Committee is in agreement that your Doctoral Project is worthy of the Psy.D. The Oral Defense is an opportunity for you and your Committee to present your worth to an audience of scholars and professionals. The Oral Defense takes place in a public forum that may include Faculty, Learners, Alumni, community members, and invited guests.
Learners may participate in their Oral Defense either in person at the University, via teleconferencing, or in a video meeting from a distant location.
- For a Learner’s in-person appearance, at least one Committee Member must also be physically present; the remaining members may participate via teleconferencing or video. It will enhance the experience if the learner is physically present with members of the Committee during the defense.
- For a Learner who is defending from a distant location, the Oral Defense is conducted via conference call or videoconference with all Committee Members. In addition, a proctor, selected and approved by the Committee Chair, shall sit as an observer with the Learner at the distant location. The proctor shall verify the identity of the Learner and the fact that the Learner received no prompting during the evaluation process. The proctor must sign the Proctor Form (see Appendix G) which the Learner is required to submit to the Doctoral Project Chair prior to the Oral Defense.
Consider the Oral Defense as a “final certification” wherein the learner will be recognized for their achievement. Some Learners consider the Oral Defense as a trial-by-fire. It is not; the Doctoral Project has been completed. The learner simply defends the research he or she has written.
The defense includes two events. An oral presentation to the audience in which the project’s purpose, research questions to be addressed, the results and findings, implications, and recommendations are described. Generally, this presentation is made within a 20-40 minute time frame. See Additional Resources. A formal questioning period then commences in which Committee Members may ask for an explanation or defense of any aspect of the Doctoral Project development or outcome. After that, members of the audience may ask questions or make comments. Dialogue during the Oral Defense is formal and serious, but cordial.
The following tips may be helpful in preparing for this event.
- Structure the presentation from the project itself. That is, begin with an overview of the question, review some of the most relevant literature; discuss the limitations of the research; discuss the findings; and state the implications for practice and recommendations for research. The presentation should be prepared to last 20 minutes.
- Notes may be used during the presentation. The Learner is required to have a copy the Doctoral Project for the presentation and the presentation materials for him or herself and for the Doctoral Project Committee Members.
- Rehearse the presentation alone or with a friend before delivering it to the audience.
- Pausing a moment to collect one’s thoughts before answering a question is recommended. Thoughtful, well-considered answers are more impressive than rambling responses.
- Asking for clarification on the meaning of a question when required is encouraged.
- Rarely do members of the audience intend to challenge the learner in a hostile way. Their questions are intended to probe more deeply into the study, including its limitations. Willingly acknowledge any valid limitations to the work.
- Remember that Faculty and Colleagues are on the learner’s side! Everyone wants to see the learner succeed. Most Learners remember their Doctoral Project Defense as a pleasant experience.
After the Oral Defense is over, you will be asked to leave the room while your Committee confers about your Doctoral Project and your performance during the defense. When they are finished, one of two results will be announced to you.
- The oral defense of the Doctoral Project is accepted.
- The oral defense of the Doctoral Project is not accepted.
Although either of the two results is possible, the University strives to ensure that the first result is achieved.
The University stresses the need for the Committee Members to be actively involved in the project process, by providing printed guidelines for a proven project format, and by recommending a sequence of steps for the learner to follow.
The members of the Doctoral Project Committee have invested time, effort and professionalism toward the success of the project and in its defense. They want the learner to succeed!
SECTION SEVEN
TIPS FOR COMPLETING THE DOCTORAL PROJECT
The University offers these suggestions for managing the technical, logistical and emotional aspects of completing the dissertation. Some of the suggestions may make the process less painful and expedite the completion of the project.
- Use the Doctoral Project process as another opportunity to learn something about yourself. When you hit a snag and become aware of what is happening, find out what you need in terms of information, support or clarification and take the steps necessary to meet your needs.
- When you come up with a Doctoral Project topic, try it out on associates, colleagues, other professionals, and your Academic Advisor. These discussions can keep the creative process going. It can help you generate new ideas within your topic area.
- Establish a buddy system with other colleagues, if possible. A support system can be an important asset in completing your project. Create virtual writing groups, in which a deliverable is shared with a peer at the end of the writing period.
- Establish a personal workspace to be your research headquarters. Dedicate this as your private space for working on your dissertation. Soon it will become an efficient, positive environment that will speed up your work. It will also alert your family that your research is serious and should not be destroyed. Placing time on the calendar as class time is most effective.
- If you use the “Track Change” feature in your work processing software to document changes you have made it will enable your committee to avoid repeated review of the same material.
- Fully utilize the research potential of the Internet, and other computer access media, if possible.
- When you find material that is useful to you, record information necessary for the APA reference.
- Copy the table of contents of books and journals that are devoted to your field. Scan this information and the reference or index list at the end of articles that you read to see if the material is worthy of a more in-depth review.
- Review available master’s theses, dissertations and doctoral projects in your field of study. These documents often provide direction for your research and aid in developing your proposal. Corresponding with the authors can be very beneficial. Review a completed project by your Chair from the last two years.
- If you begin to feel burned out, take a break. This allows the “fermenting” process of ideas to proceed and you can return to your work renewed and rejuvenated. Forcing yourself to overdose on research or writing will likely result in work below your level of capability.
- As you write your project, tell your readers in the first paragraph of the first page what your research is about. Don’t keep them guessing; refer to your purpose and intention throughout your work.
- When you submit your work for review be sure it is neat and accurate. No one wants to read a document containing misspelled words, incorrect grammar or syntax, or inappropriate citations or references. Proof your work carefully. It often helps to ask someone else to proof your work. A professional editor can be very helpful. Your Dean or the Chair of your Doctoral Project Committee can assist you in locating a professional editor.
- Make your writing crisp by eliminating weak words such as “there is” or “there are.” Avoid using “this” or “that” as a pronoun rather than an adjective. Conduct a global search for these words, and then reformat each sentence with the “real” subject and an active verb.
- When you send material to your Doctoral Project Committee, be sure to give them at least 2 weeks to review and comment on your work. When you contact your Committee, be prepared to state what you want from them and how they can best help you. Comments from individual Committee Members will normally be sent to you.
- Working with your Committee involves an exchange of ideas and opinions. Getting the most out of criticism is a skill you should develop. While you may become attached to your theoretical approach or research direction, take time to put yourself in the position of your Committee Members and try to see your work from their perspective.
- Receiving a critique from your Committee can be emotionally stressful and leave you angry, disgusted, or rebellious. It is important to process your feelings and ask for help and support to sort out the meaning of the feedback. Sometimes feedback can be perceived in a more positive and constructive manner after you have had time to reflect on what was said.
- Never send your only copy of a document to anyone. Always keep a copy on file for you. Always backup your work or keep a copy off line; e.g., on a disk.
- Once you have completed your research, you will probably want to set aside longer work periods to do your writing. Try to periodically free up a day, or a good part of a day, to devote to your writing.
- When you disagree with a request of a Doctoral Project Committee Member, prepare a well-argued line of reasoning that defends your point of view. This is intellectual exchange at its best and will probably lead to some kind of reconsideration on the part of the Committee Member.
- Make your final chapter crisp, sharp, and clear. Do not hesitate to repeat ideas discussed earlier, but do so briefly and conclusively.
- Make every sentence in your abstract work for you. The abstract is what most other scholars will read, and key words are what will get your work selected by computerized searches. Use commonly understood words in your title and lead paragraph.
- Budget your time and maintain your priorities. It is easy to become “possessed” by your project. It is not easy, however; it is best if you attempt to balance your professional, educational and personal life.
APPENDIX A
SAMPLE LIST OF DOCTORAL PROJECT TITLES
The Effects of the Amino Acids Tryptoplan and Theanine in Modifying the Progression of Symptoms of Anxiety: A Systematic Review
A Study of the Efficacy of Early Parent-Child Interventions as Treatment Modalities in the Reduction of Disruptive Childhood Behaviors
Neurofeedback: At the Juncture of Psychology and Physiology
Therapeutic Writing in the Treatment of Post Traumatic Stress Disorder
Discovering the Unique Way the Arts Help Trauma Victims
A Study of How Poverty Impacts Human Development and Contributes to Depression
Songham Taekwando a Precept to Adolescent Leadership Development and Associated Changes to Psychosocial Constructs
A Phenomenological Examination of the Role of Spirituality in Substance Abuse Recovery
Adolescent Academic Achievement for Motivational Challenge
A Workplace Training Model for Community Colleges
Assessment of Formal Health Administration Education
Business Administration Training in Medical School – A Curriculum Change is
Needed
Characteristics of the Obese and Possible Alternative Treatment Methods
Crisis Intervention: A Model for Counseling and Assessment
Cultural Expectations as a Contributing Factor in the Loss of Self-Esteem and
Juvenile Delinquency of Asian Youth
Determinants of Volunteering in a Hospital Setting
Determining the Effectiveness of In-Home Rehabilitation and Vision Services to
Women Over the Age of Sixty-five with Macular Degeneration
Examination of the Underlying Ideology of Organization Development
Functions of the Hospital Board of Directors: Impact of Self-Talk and Mental
Imagery on Performance
Has the Restructuring of Registered Nursing Roles in Hospitals Been
Successful?
Individual Commitment to Industrial Organizational Innovation
The Success Rate of Marital Relationships of Prison Parolees and Appropriate Treatment Intervention
Mediation and the Family: A Theoretical Study of the Use of Mediation
Compared to Litigation in Divorces and Child Custody Disputes
Analyzing and Predicting Job Satisfaction, Job Commitment and Turnover
Psychology and the Law: The Evolution and Status of Behavioral Forensics
Relationship of Physical Attractiveness to Jealousy Among Couples
Roman Catholic Clergy: A Phenomenological Study of Some Components of
Morale
Sex and Race Effects on Peer Ratings of US Army ROTC Cadets
Sex-role Stereotypes of Black Adolescent Females and their Relations to Self-
Concept and Occupational Aspiration
The Effects of the Salary Cap on Major League Baseball Teams’ Financial
Performance
The Transmission of Organizational Culture in a Temporary Organization
APPENDIX B
GUIDELINES FOR EVALUATing the manuscript
General guidelines are provided below and detailed guidelines for assessing the proposal and the completed project are provided at the end of this appendix. You should become familiar with these detailed guidelines since they will be used by the members of your Doctoral Project Committee.
A Central Theme
- Is there a core idea around which the investigation is organized?
- Is the central theme stated clearly and explicitly?
- Is the central theme stated early in the document and carried through consistently to the end?
- Does the introduction to the study or the review of literature explicitly and clearly locate the theme within a body of relevant theory and research?
- Is the central theme connected to and justified by the review of the literature?
- Does the literature review show the proposed project to be an extension of existing knowledge?
Researchable Questions and Ideas
- Are the questions and hypotheses researchable? That is, can the questions be answered on an theoretical basis?
- Are the research questions specific enough to be investigated?
- Does the introduction and literature review lead logically and consistently to the specific questions posed?
Significance of the Study
- Are the possible findings of the research likely to make a difference that counts in theory, or other research, or in practical matters? Is the research worth doing?
- In the light of current knowledge, does the research deal with questions that are likely to carry the general line of investigation forward?
Review of the Literature
- Is the review comprehensive and thorough?
- Does the review of literature follow some kind of thematic progression?
- Does the review yield new insights and justify your study?
- Are the majority of citations from work accomplished in the past five years?
Methodology of the Investigation
- Has an appropriate overall strategy for the investigation been chosen?
- Is the method a clear-cut, logical extension of the central theme of the research?
- Can the analysis of data reasonably be expected to bring forth information that will answer the questions posed?
Results
- For the results are they comprehensive and thorough?
- Do the results follow some sort of thematic progression (they are generally presented by research questions?
- Is there a brief interpretation provided for the result?
Findings and Conclusions
- Have you asserted the findings of the study?
- Has the researcher drawn conclusions based on the findings indicating the impact current issues?
- Did you identify implications for practice?
- Did you provide meaningful recommendations for research?
Clarity and Logic of the Presentation
- Is the document written as simply and clearly as possible?
- Is the written presentation organized in accord with an appropriate order of reasoning?
- Is there an adequate balance of conciseness and elaboration, repetition of major points, and useful summaries?
- Is the document visually pleasing, and does its visual structure assist in conveying its logical structure?
- Have formatting guidelines been followed consistently in the write-up and the inclusion of references?
- Are all appropriate testing materials and relevant data clearly identified in the appendices?
APPENDIX C
DOCTORAL PROJECT ASSESSMENT RUBRIC
DOCTORAL PROJECT ASSESSMENT
FOR
THE WRITTEN MANUSCRIPT FORM
Learner ________________________ Committee Member
Date received _____________________ Date completed __________
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
____ I accept the Doctoral Project manuscript as written.
____ I do not accept the Doctoral Project manuscript as written.
Signature of Committee Member_______________________
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
| Doctoral Project Assessment Rubric | |||||||
| Student: | Date: | ||||||
| Committee members: | |||||||
| Rating | |||||||
| 4 Outstanding | 3 Very Good | 2 Acceptable | 1
Unacceptable |
Comments | |||
| Abstract | |||||||
| Abstract contains a concise description of the study, a brief statement of the problem, exposition of methods and procedures, and a summary of findings and implications. | |||||||
| Introduction | |||||||
| The introduction Includes a problem statement | |||||||
| Makes clear the research question to be addressed | |||||||
| Describes the motivation for the study | |||||||
| Describes the context in which the question arises | |||||||
| Summarizes the dissertation’s findings | |||||||
| Discusses the importance of the findings | |||||||
| Provides a roadmap for readers | |||||||
| Review of Selected Literature | |||||||
| The review Is comprehensive and up to date | |||||||
| Shows a command of the literature | |||||||
| Contextualizes the problem | |||||||
| Includes a discussion of the literature that is selective, synthetic, analytical, and thematic | |||||||
| Research Design & Methodology | |||||||
| The methods applied or developed are appropriate | |||||||
| Described in detail | |||||||
| In alignment with the question addressed and the theory used in addition, the author demonstrates | |||||||
| An understanding of the methods’ advantages and disadvantages | |||||||
| How to use the methods | |||||||
| Research Findings | |||||||
| The theory that is applied or developed is appropriate | |||||||
| Is logically interpreted | |||||||
| Is well understood | |||||||
| Aligns with the question at hand | |||||||
| The author shows comprehension of the theory’s strengths and limitations | |||||||
| Summary, Conclusions & Recommendations | |||||||
| The analysis is appropriate | |||||||
| Aligns with the question and hypotheses raised | |||||||
| Shows sophistication | |||||||
| Holistic Assessments | |||||||
| The dissertation follows a standard form and has a professional scholarly appearance | |||||||
| Is written with correct grammar, punctuation and spelling | |||||||
| Includes appropriate citations | |||||||
| Is written in a scholarly language that is clear and precise | |||||||
| Logically organized | |||||||
APPENDIX D
ASSESSMENT OF THE ORAL DEFENSE
ASSESSMENT OF THE ORAL DEFENSE
Doctoral Candidate __________________________ Date of Defense _____
Each Doctoral Project Committee member is required to complete this form:
____ I accept oral defense of this doctoral project
____ I do not accept the oral defense of this doctoral project
Signature of Committee Member ______________________ Date
=======================================================================
Committee Members Participating in the Oral Defense:
Chair ___________________________________________________________
Member _________________________________________________________
Member _________________________________________________________
ASSESSMENT OF THE ORAL DEFENSE
Please evaluate the extent to which each of the following criteria are met,
where: I = Inadequate; A = Adequate; O = Outstanding.
I A O
- Overview of Research Question
The research question is clearly stated in a concise manner, ___ ___ ___
the subject to its parent discipline or to a broader field of
thought.
Comments:
- Review of Most Relevant Literature
Literature pertinent to the topic is discussed so as to clearly ___ ___ ___
indicate how the study relates to existing knowledge on the
topic.
Comments:
- Definitions of Uncommon Terms
Terms used in the presentation with uncommon or obscure ___ ___ ___
meaning are clarified.
Comments:
- Description of Methodology
A clear and concise description of the research design used ___ ___ ___
and justification as to why the chosen design is most suitable
is presented.
Comments:
- Limitations of the Research
Inherent limitations in the methodology are frankly discussed. ___ ___ ___
Comments:
- Discussion of Findings and conclusions
Findings of the study are stated in a concise, factual manner ___ ___ ___
which clearly relate to the research question(s).
Comments:
- Implications for Practice
Were recommendations made to improve practice in the field? ___ ___ ___
Comments:
- Recommendations for Research
The presentation is concluded by a very brief summary of the ___ ___ ___
significance of the study and recommendations for follow-on
studies that are needed to expand or clarify the body of
knowledge.
Comments:
- Professionalism
The presentation is conducted in a professional manner. ___ ___ ___
Comments:
- Understanding of the Topic
An in-depth understanding of the topic is demonstrated. ___ ___ ___
Comments:
- Responsiveness to Questions
Questions are answered in a thoughtful, well developed, and ___ ___ ___
responsive manner.
Comments:
APPENDIX E
SAMPLE APPROVAL PAGE
CALIFORNIA SOUTHERN UNIVERSITY
APPROVAL
We, the undersigned, certify we have read this Doctoral Project and approve it as adequate in scope and quality for the degree of Doctor of Philosophy.
Learner:
Title of Doctoral Project
Doctoral Project Committee:
________________________________________________
Project Chair (Type name and degree) Date
________________________________________________
Committee Member (Type name and degree) Date
________________________________________________
Committee Member (Type name and degree) Date
APPENDIX F
SAMPLE PROCTOR FORM
SAMPLE PROCTOR FORM
TO: (Chair of Doctoral Project Committee)
FROM: (Name of Proctor)
DATE: (Date this memorandum is written)
RE: Oral Defense for (Name of Learner)
This is to certify that I, (name of proctor), acting in the capacity of a disinterested third party proctor, was physically present during the oral defense of (name of Learner). I further certify that the Learner received no assistance during the defense and that the following information is true and accurate.
Name of Learner:
Social Security Number of Learner:
Title of Doctoral Project:
Location of Defense: _____________________________________
City and State Date
Signature: _____________________________________________
Proctor’s Name Date
Proctor’s Address:
Street, City, State, Zip Code
Proctor’s SS#: _________________________ Phone #:
Relationship to Learner:
Approved: ____________________________________
Chair of Doctoral Project Committee Date
APPENDIX G
SAMPLE
COPYRIGHT RELEASE AGREEMENT
M E M O R A N D U M
TO: Linda A. Learner, Doctoral Candidate
FROM: Charles I. Chair, Committee Chair
SUBJECT: Copyright Agreement Release
DATE: September 1, 2011
Many Psy.D Learners decide to copyright their projects. This is a good idea if follow-on research is anticipated or if a truly innovative concept is developed in the project.
The University retains the right to use doctoral projects for academic purposes, such as displaying them in a library that is open for public review, making them available for review by other doctoral candidates of this institution, and providing copies for review by educational or professional licensing and accrediting agencies.
In the event you choose to copyright your doctoral project, the University still retains its right to use your Doctoral Project for educational purposes as described above. To document your agreement with this condition, please sign and date the following statement and return this memorandum to me.
I, Linda A. Learner, do hereby grant California Southern University permission to use my Doctoral Project for educational purposes as described in this memorandum.
__________________ ____________
Linda A. Learner Date
APPENDIX H
DOCTORAL PROJECT CHECKLIST
Your Doctoral Project Manuscript needs to be in the following order: remove colon
Yes No
____ ____ Memorandum: Copyright Agreement Release
____ ____ Title Page
____ ____ Copyright Page
____ ____ Approval Page (Committee Chair & Committee Members)
____ ____ Acknowledgements
Start page numbering in Roman numerals begins with ii
____ ____ Doctoral Project Abstract
____ ____ Table of Contents
____ ____ List of Appendices
____ ____ Chapter One: Overview of the Study
(Start page numbering in Arabic numbers begins with 1)
Introduction
____ ____ Background of the Problem
____ ____ Statement of the Problem
____ ____ Purpose of the Study
____ ____ Importance of the Study
____ ____ Definition of Terms
____ ____ Summary & Organization of the Remaining Chapters
____ ____ Chapter Two: Literature Review
Chapter Three: Methodology
____ ____ Research Method and Procedures
____ ____ Data Analysis
____ ____ Assumptions and Limitations
Chapter Four: Results
____ ____ Thematic Progression
____ ____ Interpretation Provided for Results
Chapter Five: Findings & Conclusions
____ ____ Summary
____ ____ Conclusions
____ ____ Implications for Practice
____ ____ Recommendations for future research
____ ____ References
____ ____ Appendices/Photographs/ Illustrations or Charts
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