Table of Contents
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HFS Elective/SWK 775 Program Evaluation
SpringYear Spring Year 1
HFS 653 Child and Family Development Across Life Cycle
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Sample Course Schedule M.S. Program:
Fall Year 1
HFS 621 Statistical Concepts I
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HFS 648 Family Theories: Interpretation and Application
Spring Year 1
HFS 631 Research Methods for Child and Family Studies I
HFS 667 Child and Family in Cross Cultural Perspectives
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Comprehensive Examination
After completing coursework, students have two years to prepare for, and pass, the comprehensive examination. The exam is intended to assess students’ ability to integrate substantive knowledge within the broad field of Human Development and Family Science. Students are expected to synthesize, critically analyze, and evaluate the literature in the field and articulate this scientific information. Doctoral students must successfully complete the exam before they can advance to candidacy. Students enrolled in the M.S. and who have continued on to the Ph.D. program must have submitted their Master’s thesis prior to sitting for the comprehensive examinations.
Procedures and Guidelines:
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Evaluation and Notification of Results:
Students should notify the Graduate Director of their intents to complete their comprehensive examination requirement using the dates in Table 1. The Graduate Director shall appoint an Assessment Committee for the student’s comprehensive exam consisting of three faculty members including the student’s advisor and inform the student and the advisor of the composition of the Committee.
After notifying the Graduate Director of the intent to complete the comprehensive exam and the Director’s appointment of an Assessment Committee, the student shall develop a proposal outline for their comprehensive exam review outlining the topic, its significance, and the methods to be used in conducting the review (e.g., textual review, meta-analysis, etc.). The proposal outline also should include a preliminary list of at least 15 references from the last 10 years of research that will form the basis of the proposal. Students should assume that the Assessment Committee will need at least 3 weeks to review the proposal outline. The Assessment Committee will review the proposal outline to determine if the topic is appropriate to meet the requirements of the comprehensive examination. The Committee may determine that the proposal is adequate as submitted or may require a meeting with the student to discuss the proposal further. Following approval by the Assessment Committee, students will be allowed to take a semester to complete the review. Students may start the review at the beginning of either the fall or spring semester.
The review should be of high-quality with substantive consideration of the aims and scope of the review, theory, research methods, the question(s) explored, analytic techniques, and future directions for research on the topic. The review should consider literature within the last decade. The review should be of high-quality and should be systematically organized using APA style format. It should not exceed 8,000 words excluding references, Tables, and Figures. The review should be completed independently of advisor input or input from other faculty or students after the review proposal has been approved. The review should be of publishable or near-publishable quality according to the standards of the field, and could be submitted for publication. The calendar for submission dates (proposal due to Assessment Committee; Final Review due to Assessment Committee; and deadline for Assessment Committee decisions) are listed in Table 1.
Table 1: Doctoral Examination Due Dates*
Coursework Completed | Letter of intent to Graduate Director | Proposal Outline Due to Assessment Committee (Committee decision due within 3 weeks) | Final Review Due to Assessment Committee | Committee Decision |
|---|---|---|---|---|
End of Fall Semester | No later than March 1st | No later than April 15th | First day Fall Semester | October 15th |
End of Spring Semester | No later than August 15th | No later than September 15th | First Day Spring Semester | February 15th |
*If any of the above dates falls on a weekend or a holiday, the deadline will be extended to the next business day.
The Assessment Committee will evaluate the quality of the student’s review and will render a decision of whether the student’s review satisfactorily met the standards of the Department (i.e., “pass” or “not pass”). The Committee’s evaluation will be completed within one month of the submission of the review. The Committee’s evaluation of the review shall be submitted to the Director of Graduate Studies. The Graduate Director will inform the student of the committee’s decision on the quality of her/his work within 3 weeks of the receipt of the evaluation. Should the committee have concerns about the quality of the student’s work, the student will have one opportunity to improve the quality of her/his work. The resubmission must be completed within a period within a period of 6 months following the committee’s request for revision of the review. Students whose work is deemed not satisfactory on their second attempt will be dismissed from the Program.
Upon successful completion of the requirements for the Doctoral Examination students will advance to the status of “doctoral candidate.”
Doctoral Candidacy
Once a doctoral student has completed all coursework and passed the comprehensive examination, they advance to the status of “doctoral candidate.” This indicates that you have completed all the degree requirements with the exception of the dissertation. Doctoral candidates have five years to complete their dissertation from the date they passed the comprehensive examination.
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Professional Development
The opportunity to participate in various professional development programs is available to graduate students to enrich their educational experience at Syracuse University. Become familiar with the various educational programs available by visiting the Graduate School website. All doctoral students who have been G.T.A.'s. for at least a semester are eligible to participate in the program. Participating in the Future Professoriate Program (F.P.P.) prepares students to teach at the collegiate level as well as prepare for a career in academia, more information can be found at the the Future Professoriate Program web page. .
Future Professoriate Program (F.P.P.)
Students participating in the Future Professoriate Program are required to produce a portfolio at the end of their FPP experience that addresses the areas of research, teaching, and service. Participating in the Future Professoriate Program allows students to become eligible to independently teach classes as an instructor. Independent teaching by a graduate student participating in the Future Professoriate Program is done in close supervision of a faculty mentor (usually the student’s student's advisor) who will provide feedback and support. If students are interested in participating in the Future Professoriate Program, they should contact the department administrative assistant. The University also requires that F.P.P. participants to attend additional seminars/events related to teaching research, and service. Information concerning federal grants available to doctoral candidates can be obtained through the Office of Sponsored Programs, 211 Lyman Hall, more information can be found at the the Office of Sponsored Programs website.
Independent Mentored Teaching
Doctoral students are eligible for independent teaching opportunities within HDFS after they have successfully completed the comprehensive exam. The Department Chair, in discussion with the FPP Primary Faculty Liaison (PFL) and the graduate director, will make the course assignment based upon the availability of the courses for eligible students to teach. Priority will be given to students who have completed the FPP program, as an independent mentored teaching experience is required for FPP certification. All graduate students who are teaching independently will be assigned a Faculty Teaching Mentor. The Department Chair, in discussion with PFL and/or the graduate director, will coordinate the assignment of the faculty teaching mentor and the mentoring process. The goal of this partnership is to provide guidance to students as they create course materials as well as on-going support across the semester as they instruct. The expectations for the participant-mentor relationship include:
- Faculty may share course syllabi with the mentee to help with syllabus construction, but the preparation of lectures, course materials, class activities and assignments, exams, and grading rubrics are the responsibility of the mentee. We encourage students to join FPP early in their graduate career, as many of these topics are covered in the FPP workshops.
- The faculty and mentee will meet at least once before the course begins to review the syllabus and discuss additional matters related to course preparation. This consultation should also include a review of University policies including student confidentiality and FERPA, sexual harassment, Nonattendance, religious observances, Office of Disability Services, and academic integrity. Departmental recommendations regarding class cancellations, successful learning environments, and other instructional issues should also be discussed.
- The faculty and mentee will meet once a month to discuss the course. The monthly check-in meetings will be arranged by the faculty in consultation with the mentee. The mentee is encouraged to share written reflections on their teaching and/or course materials (e.g., handouts, exams, assignments) for discussion with their Faculty Teaching Mentor during these meetings. These meetings may also be used to address course challenges, but the mentee may request additional consultations with the Faculty Teaching Mentor as questions or issues arise across the semester.
- The faculty will observe the mentee in the classroom once during the semester. The mentee will share possible dates with the faculty mentor and the faculty mentor will confirm the observation date. The faculty can use the Instructional Observation Form provided by FPP (see pages 11-12 of the FPP handbook) or provide their own written comments on the observation. This documentation can be incorporated into the mentee’s teaching portfolio. Note that the Department Chair will also be conducting an independent teaching observation during the semester.
Facilities
Bernice M. Wright Child Development and Laboratory School
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